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100	1		_aAl Haddad, Maria E. _gMaster, Arts in linguistics
245	1	4	_aThe effect of peer feedback on writing among Sin-el-Fil High School Secondary learners
260			_aBeirut _bUniversité Libanaise - école doctorale des lettres _c2013
300			_a62 pages
500			_aالنوع : Mémoire
520	3		_aThis study was conducted in an attempt to investigate the current situation of peer feedback in process writing classes as well as the effectiveness of peer feedback on learners’ revision and writing ability. The sample of the study consists of 35 males and females, second secondary learners from two sections of an English language writing course at Sin El-Fil High School in the academic year 2012-2013. In order to answer the research questions, a pre-teaching questionnaire and post-teaching questionnaire were completed by the participants. In each questionnaire, participants rated twenty statements on a five-point Likert scale. The results indicate that the learners viewed peer written feedback as valuable; they became more socially interactive and more self-confident. Peer Feedback also improved their English language writing skills and enhanced their critical thinking, creativity, and motivation. In addition, peer feedback, as a facilitator, helped in improving learners’ assignments in content, meaning, structure and cohesion.
650		4	_aCycle Secondaire L’enseignement de la Langue Anglaise Feed-back
650		4	_aPairs
650		4	_aPeers
650		4	_aSecondary Education English Language Education Feed-back
650		4	_aالأقران
650		4	_aالمرحلة الثانوية تعليم اللغة الانكليزية التغذية الراجعة
650		4	_aسن الفيل
856			_zUniversité Libanaise - Faculté de Pédagogie - Deanship
942			_cLAESDATA
999			_c21729 _d21729