On the Relationship of Peer-Review Training and Writing Proficiency among Iranian EFL Learners

Reza Raissi

Journal of Education and Vocational Research, 2012, vol. 3, issue 12, 399-403

Abstract: Nowadays most of the scholars in the field of foreign/second language learning emphasized on the role of peer-reviewing and students’ feedback to each other’s work in writing composition. In many educational systems different educational reformations have been happened and many educational systems in the field of foreign/second language teaching changed the English teaching methods from old language teachings like Audio-lingual Method (ALM) and Grammar Translation Method (GTM) to modern language teaching methods like Task Based Language Teaching (TBLT) and Communicative Language Teaching (CLT). In CLT approach it has been emphasized that students should work with each other in group or pair work and the role of the teacher is as a facilitator or coachin order to push the students to discuss and challenge in the classroom; that walks around the class and gives feedback to the students’ works. In this study researcher used a quasi-experimental research design in which he had two different groups namely experimental and control groups. Students at the experimental group received peer-review writing instruction and feedback while students in the control group did not. Results of the study showed that peer-review of students can increase students’ writing proficiency to a high extent. At the end of the study some pedagogical implications have been suggested by the researcher which can help researchers in this field.

Date: 2012
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Persistent link: https://EconPapers.repec.org/RePEc:rnd:arjevr:v:3:y:2012:i:12:p:399-403

DOI: 10.22610/jevr.v3i12.91

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