Abstract
This study aims at investigating effectiveness of peer correction on students' progress in their written essays at PAUC. It also aims to investigate learners’ attitudes towards peer correction technique. Twenty sophomore English major students aged 19-21 years, who are taking Writing II course with the researcher, were selected to be the participants of this study. To achieve the aims of the study, the researcher used three tools: a questionnaire, a pretest-posttest and students' portfolios. The students had to correct and evaluate the essays, and respond to them during the lectures that each lasted for about 90 minutes. Results of the study showed that students have positive attitudes towards peer-correction and that most of the students were either interested or enjoyed this technique. Scores of the students in pretest-posttest showed significant progress in students' abilities in writing essays as they found more mistakes by the end of the semester. Comparison between essay number one and essay number eight showed a plummeting percentage of mistakes. It is recommended that peer correction should be applied in a modest and proper way, with the teacher’s careful monitoring.
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