Peer feedback is known to improve students’ writing proficiency (Chen, 2009; Grami,
2010,). Thus, feedback is crucial for students to be able to write competently. It is also
recognized that error correction is something that baffles teacher. Therefore, a study
was conducted in an attempt to find other alternatives to teacher corrections. This
study examines the effectiveness of using peer review in improving students’ writing
quality as well as to explore students’ perception towards peer feedback. This
qualitative and quantitative study includes both writing instruction and questionnaire
survey. A sample of 28 Form Four ESL students was selected for this study. Findings
revealed that peer feedback does improve the quality of students’ writing. The study
concludes with some recommendations to include peer feedback in writing instruction.
| Item Type: | Thesis (Degree) |
|---|---|
| Creators: | Creators Email / ID Num. Mohd Radzi, Nur Syuhada UNSPECIFIED |
| Subjects: | L Education > LB Theory and practice of education > Teaching (Principles and practice) > Teacher-student relationships. Culturally relevant pedagogy P Language and Literature > PE English language > Modern English > Language > Study and teaching > Malaysia |
| Divisions: | Universiti Teknologi MARA, Melaka > Bandaraya Melaka Campus > Faculty of Education |
| Keywords: | Peer feedback, writing proficiency, Form Four ESL students, writing instruction |
| Date: | 2010 |
| URI: | https://ir.uitm.edu.my/id/eprint/14508 |
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