Abstract
Purpose This study aims to examine Saudi female students' attitude toward peer feedback activity in writing classes with a list of questions for the students to follow during the activity, and to investigate the challenges that may prevent the use of such activity in Saudi EFL classes. Design/methodology/approach This study used a mixed-methods to ensure the credibility of the data and obtain clear descriptions about the topic. The study instruments are (1) Writing Essays, (2) Writing Checklist, (3) Questionnaire and (4) Semi-structured interview. The data were analysis with SPSS and o 10 software. Findings The study results indicated that students had a positive attitude toward peer feedback with a checklist in EFL writing class. For instance, their second written essay (post) has improved and has fewer mistakes than the first one. Also, most of the participants stated that peer feedback has improved their writing quality and has enhanced their writing awareness of their weaknesses and mistakes. Moreover, the interview had highlighted the main challenges that could affect using peer feedback in writing class. Finally, the results indicate the efficiency of peer feedback with a checklist in similar teaching contexts. Research limitations/implications The study focused on a small number of participants (30 students). Besides, the study dealt with students at university level only and the study focused on female students. Practical implications Based on the study finding, it is recommended that peer feedback should be integrated in all EFL writing classes at all levels. Based on the study finding, it is recommended that peer feedback should be incorporated in all EFL writing classes at all levels. Using checklist can help the students to become more independent learners and in time they will be able to correct their own mistakes. Originality/value This paper fulfills an identified need to identify how integrating peer feedback activity in writing class can improve the students' writing performance and help them to be independent learners.
Highlights
Writing has become an essential technique in EFL classes
This study aims to examine the Saudi female students’ attitude toward peer feedback effectiveness in writing classes with a list of questions for the students to follow during peer feedback activity and to investigate the challenges that may prevent the use of such activity in Saudi EFL classes
The survey figures addressed their attitude toward feedback with a checklist, the peers’ relationship with each other, and how peer feedback increases students’ motivation and reduces their anxiety in the EFL writing class
Summary
Writing has become an essential technique in EFL classes. Since the late 1980s, the focus of teaching writing has changed from product to process. The teachers focus more on the student process in writing rather than the final product. The process of many writing activities is designed to make teachers and students work together to develop and organize the students’ ideas in writing by receiving multiple drafts A well-written paper contains many processes, starting from developing an idea, organizing, writing different drafts, adopting teacher’s and students’ feedback, and finishing with revising the work before submitting the assignments (Shannon, 1994). 14) mentioned that writing process is necessary because it allows for different steps that can improve anyone’s writing Berridge (2009, p. 14) mentioned that writing process is necessary because it allows for different steps that can improve anyone’s writing
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