Examining the Effectiveness of Peer Review in Improving Students’ Writing Performance: A Systematic Literature Review

Writing is a complex academic skill that requires not only linguistic proficiency but also higher-order cognitive abilities such as organization, coherence, and critical thinking. Peer review, in which students provide feedback on each other’s writing, has been widely promoted as a strategy to enhance writing performance. This systematic literature review examines empirical studies published between 2020 and 2025 to evaluate the effectiveness of peer review in improving students’ writing across diverse educational contexts. A total of 25 studies were included, encompassing secondary, undergraduate, and postgraduate learners in EFL, ESL, and first-language writing settings. Findings indicate that peer review positively impacts higher-order writing skills, including content development, organization, coherence, and revision practices, while improvements in grammar and mechanics were more variable. Structured implementation, such as the use of rubrics, peer review training, and guided feedback, was associated with more consistent improvements. Students generally reported positive perceptions, citing increased engagement, motivation, and awareness of writing quality, although challenges such as feedback reliability and cultural hesitancy in critique were noted. Overall, the review highlights that peer review is an effective pedagogical tool when appropriately scaffolded and integrated with teacher guidance. Implications suggest that educators should employ structured peer review practices to foster collaboration, reflection, and critical engagement with writing. Future research should investigate longitudinal outcomes, optimal peer review configurations, and strategies to enhance feedback quality.