Abstract This research aims to explore students’ perceptions of peer feedback in English writing classes at Quang Binh University (QBU). In addition, it examines the reality of using peer feedback activities in some English writing classes and seeks solutions in order to improve peer feedback’s efficiency as well as students’ writing ability in English writing classes at QBU. The mixed method was used in this study. Data were collected from questionnaires with 70 students and semi-structured interviews with five English students in three English writing classes at QBU. Results of the study show thatEnglish - major students at QBU had positive attitudes toward the peer feedback' benefits in writing classes
especially when it helped learners to learn from their friends' mistakes and think critically. However, in reality, there were still some limitations in employing peer feedback activities at QBU. The findings also indicate some difficulties when conducting this technique such as students’ English proficiency, students’ cooperation, teacher guideline and motivation, time to organized peer feedback activities. Keywords peer feedback, improving, writing ability