Peer their teacher’s. The l2 learners have different

feedback is applied in classrooms in order to develop writing skills. In
Japanese and Chinese schools teachers prefer working in groups, so that the
members will share the success and this will teach them to be fruitful as a
part of the society (Carson & Nelson, 1994).  Because of students’ focus on the harmony of
the group, lack of  trust in their peers
, peer feedback cannot be very effective in particular situations, moreover the
students need  to be prepared to give
feedback first in order  to avoid the
drawbacks that the cultural and contextual backgrounds can cause.

 Students from collectivist countries like
Kosovo tend to focus on the conformity of  the group rather than on  improving writing skills. For example people
in China and  the United States both use
this method  to improve student’s skills
but 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  the
collectivist societies such as Japanese or Chinese will focus on the group
conformity  and the fear of embarrassment
(Carson & Nelson, 1994; Carson , 1996;Carson & Nelson, 1998).
It is nearly impossible for  Japanese
or  Chinese students to give negative
comments to their peers because of their desire to maintain the harmony in
their group, rather than  improving their
peers’ writing skills (Carson & Nelson , 1994). Carson and  Nelson (1996) did a research with Chinese and
Spanish students. The Spanish students were more vulnerable to give negative
comments even  if they would hurt their
peers, 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 also
avoided to maintain the harmony. The Chinese students would focus on moderating
their comments by using questions instead of statements and by not telling
directly where the problem  is,  leaving the writer to find it which usually
caused problems. On the other hand  the
need to improve was the Spanish students’ main focus.

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Kosovar students find it difficult to trust their peer’s feedback more than
their teacher’s. The l2 learners have different opinions and beliefs toward
group working and  peer feedback (Nelson
& Murphy, 1992). In collectivist countries the tutor is seen as the only
source of information thus the students can only trust his or her suggestions
and are unlikely to take their peers’ comments seriously (Carson & Nelson, 1998).
They would prefer the teacher to monitor the whole process because they
feel  inadequate to give feedback to
their peer’s work(Carson & Nelson,1998; Hu , 2010). They could
consider the comments from their peers but still the tutor was the “final
authority”(Tsui & Ng, 2010; Hu & Lam, 2010).

drawbacks of peer feedback can  be
improved with training. Connor and Asenavage (1994) suggest explanation of the
task for  both the tutor and the student,
train students to improve giving feedback before asking them to give actual
feedback , the student’s experience in group working is helpful in the process
and  the teacher’s participation  is also considered very useful in completing
the task. They add  that it might be
helpful if students make copies of their peer’s assignment and review it before
coming to class. Moreover the Chinese students were less worried about the
group conformity and embarrassment after the teacher constantly motivated them
by reminding them of the benefits they will get if they helped improving
each-other ( Yu, Lee & Mak,  2015). The
fear of losing face actually inspired them  in improving in order to avoid being given
negative reviews again ( Yu et al , 2015).

 In conclusion , students from collectivist
countries are influenced by their culture in the process of peer feedback. They
try to avoid group conflicts rather than 
helping each-other and are also scared of humiliation. Their cultural
background also influences the considering of the feedback from their peers ,
but with motivation and  practice all of
the problems can be solved.