Investigating the Influence of peer feedback on the use of lexical cohesive devices in algérian EFL students' paragraph writing
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Date
2024
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Publisher
University of Oum El Bouaghi
Abstract
Writing a coherent and cohesive paragraph is a fundamental skill that requires the adept use of lexical cohesive devices (LCDs). This research examines the influence of peer feedback on the use of lexical cohesive devices (frequency and effectiveness) in Algerian EFL students' paragraph writing. Its main objective is to explore how peer feedback interventions can enhance students' use of LCDs. Accordingly, a quantitative approach with a quasi-experimental design was adopted. Two groups of first-year Algerian EFL students at Larbi Ben Mhidi University were involved. The experimental group received peer feedback to apply lexical cohesive devices in their writing while the control group followed the usual writing curriculum (no peer feedback). Data was collected through pre-and post-test writing samples from both groups to evaluate how the implementation of peer feedback influences the use of lexical cohesive devices in students’ paragraphs. The study results revealed a significant improvement in the use of LCDs in the experimental group (frequency and effectiveness) compared to the control group. Students who received feedback from peers used LCDs effectively resulting in more coherent paragraphs. Finally, this research suggests that peer feedback interventions should be incorporated into writing instruction to enable students to actively interact with and acquire lexical cohesive devices improving their overall writing skills.