Peer Feedback as a Contributional Factor to Improve the Writing Performance among EFL Students Case Study of Second Year Students at BELHADJ BOUCHAIB University Centre of Ain Temouchent

Abstract

Writing is one of the four skills to learn a language. The mastery of this skill is a challenging task for EFL students. Those students face problems on many aspects of writing for many reasons. To overcome writing’s deficiencies, EFL teachers try many strategies. The present research is conducted to shed light on peer feedback as an effective strategy to improve EFL students writing performance. This research is divided into two chapters. Chapter one is devoted to the literature review and chapter two for the research methodology, data analysis and interpretations, as it tackles recommendations and limitations as well. To test the validity of peer feedback in writing, a case study research is undertaken with 68 second year EFL students, and 8 teachers of written expression at BELHADJ BOUCHAIB University Centre of Ain Temouchent. Data collection instruments include a peer feedback experience, pre-questionnaire and a post-questionnaire for students and a questionnaire for teachers. The results of this study show that Second year EFL students face many problems in writing that oblige them and their teachers to try many strategies in order to resolve them. Peer feedback is proved to be a beneficial strategy to improve their writing skill.