Peer-Driven Progress: The Effectiveness of Peer Feedback on EFL Learners’ Writing Performance In Saudi Higher Education
Keywords:
EFL writing development; EFL writing proficiency; higher education; peer feedback; Saudi ArabiaAbstract
This study addresses the critical need for effective instructional strategies to enhance English writing skills among Saudi university learners of English as a foreign language (EFL). Specifically, the study explored the effectiveness of peer feedback (PFB) in improving the writing performance of EFL learners at a Saudi Arabian university. It examined the impact of PFB on the narrative essay writing of 28 Saudi EFL students before and after PFB sessions and analyzed the aspects of writing that were influenced the most by PFB. Additionally, insights and perceptions of PFB were gathered from 85 Saudi university EFL students who participated in the PFB sessions. Results indicate that writing performance significantly improved following the PFB sessions, particularly in lexical resource use and overall task achievement. The survey data also suggest that Saudi EFL university students held positive attitudes towards PFB, recognizing its role in enhancing their writing through critical self-reflection. However, findings suggest that students did not perceive PFB as an effective tool for broader language skill improvement. These findings provide valuable insights into PFB’s role in Saudi higher education, its nuanced dynamics, and its potential in writing skills development while offering practical implications for educators.
https://doi.org/10.26803/ijlter.24.6.14
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