Peerfeedback is applied in classrooms in order to develop writing skills. InJapanese and Chinese schools teachers prefer working in groups, so that themembers will share the success and this will teach them to be fruitful as apart of the society (Carson & Nelson, 1994).  Because of students’ focus on the harmony ofthe group, lack of  trust in their peers, peer feedback cannot be very effective in particular situations, moreover thestudents need  to be prepared to givefeedback first in order  to avoid thedrawbacks that the cultural and contextual backgrounds can cause. Students from collectivist countries likeKosovo tend to focus on the conformity of  the group rather than on  improving writing skills. For example peoplein China and  the United States both usethis method  to improve student’s skillsbut their approach is different(Carson & Nelson, 1994; Carson & Nelson,1996).

In the US the groups are used to improve a particular person’s skills (Carson& Nelson, 1996) , but  thecollectivist societies such as Japanese or Chinese will focus on the groupconformity  and the fear of embarrassment(Carson & Nelson, 1994; Carson , 1996;Carson & Nelson, 1998).It is nearly impossible for  Japaneseor  Chinese students to give negativecomments to their peers because of their desire to maintain the harmony intheir group, rather than  improving theirpeers’ writing skills (Carson & Nelson , 1994). Carson and  Nelson (1996) did a research with Chinese andSpanish students. The Spanish students were more vulnerable to give negativecomments even  if they would hurt theirpeers, whereas the Chinese would remain silent and  not help improving because of  the fear they might hurt with their comments.They add  that the arguments were alsoavoided to maintain the harmony. The Chinese students would focus on moderatingtheir comments by using questions instead of statements and by not tellingdirectly where the problem  is,  leaving the writer to find it which usuallycaused problems. On the other hand  theneed to improve was the Spanish students’ main focus.

TheKosovar students find it difficult to trust their peer’s feedback more thantheir teacher’s. The l2 learners have different opinions and beliefs towardgroup working and  peer feedback (Nelson& Murphy, 1992). In collectivist countries the tutor is seen as the onlysource of information thus the students can only trust his or her suggestionsand are unlikely to take their peers’ comments seriously (Carson & Nelson, 1998).They would prefer the teacher to monitor the whole process because theyfeel  inadequate to give feedback totheir peer’s work(Carson & Nelson,1998; Hu , 2010). They couldconsider the comments from their peers but still the tutor was the “finalauthority”(Tsui & Ng, 2010; Hu & Lam, 2010).Thedrawbacks of peer feedback can  beimproved with training.

Connor and Asenavage (1994) suggest explanation of thetask for  both the tutor and the student,train students to improve giving feedback before asking them to give actualfeedback , the student’s experience in group working is helpful in the processand  the teacher’s participation  is also considered very useful in completingthe task. They add  that it might behelpful if students make copies of their peer’s assignment and review it beforecoming to class. Moreover the Chinese students were less worried about thegroup conformity and embarrassment after the teacher constantly motivated themby reminding them of the benefits they will get if they helped improvingeach-other ( Yu, Lee & Mak,  2015).

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Thefear of losing face actually inspired them  in improving in order to avoid being givennegative reviews again ( Yu et al , 2015). In conclusion , students from collectivistcountries are influenced by their culture in the process of peer feedback. Theytry to avoid group conflicts rather than helping each-other and are also scared of humiliation. Their culturalbackground also influences the considering of the feedback from their peers ,but with motivation and  practice all ofthe problems can be solved.