Abstract
Both students and teachers are environmentally challenged. Teachers are not well-heeled to do everything including giving feedback to students. Writing is a challenging area in teaching ESL. It was said that giving written feedback to students’ writing is the most time consuming and challenging job (Ferris, 2007). This paper reports on a study designed to investigate and identify the benefits and the challenges of peer review, to investigate the influence of content and form based feedback to students writing. Teachers should be more aware of the right techniques to use in a writing class to produce all-rounder future communities.Keywords: Environmentally challenged, future communities, influence, peer evaluation.eISSN 2398-4295 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
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