Invastigating teachers' and students' attitudes towards the effects of using peer feedback to improve EFL students' writing skill
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Date
2015
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university of Oum El Bouaghi
Abstract
This study sheds light on one of the most important teaching techniques that is recently
used in EFL writing classes; it seeks to investigate both teachers’ and students’ attitudes
towards the usefulness of peer feedback in EFL writing classrooms. So, we
hypothesized that both EFL teachers and students would believe that peer feedback has
a significant role in improving students’ writing. To test out this hypothesis, we
designed two questionnaires. The first questionnaire was administered to 16 teachers at
the department of English, University of Oum el Bouaghi. The second questionnaire
was delivered to fifty (50) third-year LMD students at the same department. The results
of teachers’ questionnaire showed that ten out of sixteen teachers (62.50%) find that
peer feedback is very helpful in the EFL writing classrooms. The majority of them said
that this feedback is useful because it helps students to enhance their writing, because it
promotes cooperative work among students, and because it raises students’ awareness
of readers. The findings of the students’ questionnaire also revealed that fourty (40)
students liked receiving peer feedback. In addition, they showed that thirty-five
participants thought that peer feedback is helpful and fifteen of them thought it is very
helpful. The majority of students (66%) believed that peer feedback is useful in
improving their writing. Briefly, the results indicated that teachers and students have
positive attitudes towards peer feedback.
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Keywords
Teaching : english : feedback