Promoting Academic writing competence through peer feedback in Grade 11 Humanities Section

النوع : Mémoire

This research investigates the impact of peer feedback on improving students’ writing in ESL classrooms. It is done in an attempt to solve the problem confronting high school students who demonstrate acute deficiency in academic writing proficiency. The sample of the study consists of 58 female students in Grade 11 Humanities section in Ghobeiry 2nd Secondary Official School. The approach used is quasi-experimental, which includes both quantitative and qualitative methods. In other words, the instruments are pre- and post-tests, pre- and post-questionnaires, researcher observation checklist, peer evaluation forms, rubrics and peer-self checklists. The results indicated a significant difference in both the students’ writing performance and the attitude towards peer feedback. This implies that peer feedback influences the academic writing competence of students, enhances their critical thinking, engages them in collaborative work, increases their self esteem, and encourages them to become independent. It is recommended that peer feedback technique becomes part of the writing process, and students must be well trained in the procedure of providing peer assessment to ensure the success of the process. In addition, teachers must trust their students more, and hand them some responsibilities to evaluate their work.