000			02226nam a2200217Ia 4500
008			180910s9999 xx 000 0 und d
100	1		_aAntar, Salam _gMaster,TESL
245	1	0	_aPromoting Academic writing competence through peer feedback in Grade 11 Humanities Section
260			_aBeirut _bUniversité Libanaise - Faculté de Pédagogie - Deanship _c2014
300			_a119 pages
500			_aالنوع : Mémoire
520	3		_aThis 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.
650		4	_aCycle Secondaire L’enseignement de la Langue Anglaise Méthodes d’enseignement
650		4	_aPairs
650		4	_aPeers
650		4	_aSecondary Education English Language Education Teaching Methods
650		4	_aالأقران
650		4	_aالمرحلة الثانوية تعليم اللغة الانكليزية طرق التعليم
856			_zUniversité Libanaise - Faculté de Pédagogie - Deanship
942			_cLAESDATA
999			_c21751 _d21751