Teacher and Learner’s Perceptions on Using Peer Evaluation to Improve EFL Writing The Case of Second year LMD Students at M’sila University
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Date
2020-06
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Abstract
Abstract
Though writing is one of the most required skills at University, it is a challenging task for
EFL students. The present conduct investigates teachers’ and learners’ perspectives on
implementing peer feedback to boost the writing skill. To conduct this study, the mixed
approach was adopted. To support this approach, a questionnaire, an interview, and classroom
observation were used to collect data. The analysis of data demonstrates that, both, teachers
and learners have positive attitudes towards the use of peer feedback in the writing classroom.
In addition to students’ writing improvement, peer feedback helps them to develop autonomy
and critical thinking. Moreover, the findings reveal that students have preferences towards
written anonymous feedback. The fulfilment of the study was hoped to contrast teachers’ and
learners’ perceptions to adjust class instructions to students’ needs and preferences for better
achievement.
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Key words: peer feedback, feedback, teaching writing, EFL learners and teachers.