أطراس
Volume 3, Numéro 1, Pages 48-57
2022-03-20
The Incorporation Of Peers’ Correction Technique In The Classroom To Improve Writing Skill
Authors : Dekhil Anfal Khadidja . Sarnou Hanane .
Abstract
Writing academic papers, dissertations or compositions in English is still a challenging task for most EFL students. Although many students work harder to produce good essays or compositions, they still need to make much effort to avoid making errors and/or mistakes. To overcome this sort of problems and to improve EFL students’ writing skill, most EFL teachers of written expression module encourage their students to make small groups with their peers in the classroom to read their homework or essays, to collaborate, to learn from each other and then to correct their mistakes together. To this end, the aim of this study is to investigate EFL students’ attitudes and views towards peers’ correction technique as well as its effectiveness. To collect relevant data and investigate the importance of using peers’ correction in the classroom, a triangulation method was employed: a teachers’ interview, a questionnaire for second yearlicence EFL students and a class observation. The participants of this research study were forty two students of second year licenceand 2 teachers of written expression module. The findings showed that students had positive attitudes towards peers’ correction. Moreover, they were interested in incorporating peers’ correction technique in the classroom because they saw it had a positive impact on enhancing their writing skills and learning process.
Keywords
EFL teachers, learners’ attitudes, peer’s correction, writing skill.
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