Abstract
This study was an endeavor to explore the effect of receiving teacher and peer feedback on Iranian english as a foreign language (EFL)learners’ writing skills via mobile texting. A placement test was administered to homogenize them, as a result, 62 of them were selectedand randomly assigned into equal groups of experimental and control (31 Ss in each). After that, a writing pretest was administeredto both groups at the beginning of the term to ensure they had the same language background. Then, the treatment started and theexperimental group received the required feedback from two sources, i.e., teacher and peers via mobile texting, while the control groupreceived instructions directly from their teacher. Data analysis revealed that the learners who received teachers’ and peers’ feedback viamobile texting outperformed the ones who were instructed through the conventional method. The results also indicated no differencebetween the performance of male and female learners.
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