Abstract:

Current professional challenges jusstify the relevance of academic competence and selfidentification in the field of engineering discourse. The paper is aimed at evaluating the relevance of peer feedback as an efficient methodological language-teaching device in supporting technical students to develop strategies for self-correction and control during the English for Specific Purposes (ESP) acquisition. Substantial modelling through prompts and explanations scaffolding as well as an active reflection, participation, and in-process support back up self-moving academic writers. Quantitative and qualitative aspects of peer feedback in ESP classrooms are analysed on the basis of specifically developed tests and questionnaires. This allows us to evaluate the students’ performance in discursive incorporating their linguistic and academic skills. The study determined that peer feedback in English for Specific Purposes settings is more effective than the teacher’s evaluation due to its encouraging nature that enhances students’ motivation and responsibility. The students’ awareness of linguistic discourse variables becomes more prominent. The sustainable peer feedback fosters the progress in editing and proofreading competences. The improvement of academic writing skills is illustrated by doing the course final tests. Providing extensive target genre modelling facilitates students’ hunger for understanding of particular genre text writing and its peculiarities as well as confidence in their vocational development.

Keywords:

Vocational Training, English for Specific Purposes (ESP), Technical Writing Skills, Peer Feedback, Process-Genre Approach, Assessment of Learning.