ON THE EFFECT OF PEER AND TEACHER FEEDBACK ON IRANIAN UPPER-INTERMEDIATE EFL LEARNERS’ WRITING PERFORMANCE
Saeid Najafi Sarem, Arash Golzari, Neda Fekri
Abstract: The present study investigated the effect of peer and teacher-assessment on writing skill. To this purpose, 40 EFL learners at the upper-intermediate level from Sharif English language Institute were selected in this study in two groups and each one was randomly assigned to one type of treatment (peer-assessment and teacher-assessment). Before treatment, a pretest was administered to make sure about the homogeneity of the learners. Then, while two groups were being taught writing, the experimental group received the treatment (peer-assessment) but in the control group (teacher-assessment) learners were taught writing without focusing on assessment. The result showed that peer-assessment of English writing improved the participants’ performance on writing test better than teacher-assessment. The results imply that by helping learners develop the habits of peer-assessment and providing them with feedback, autonomy of the students can be increased.
peer feedback, teacher feedback, writing performance.