Teachers’ Beliefs about the Impact of Students’ Peer Correction at Post-Writing Stage on Letter Writing

Abstract

This paper reports a descriptive study to examine English as a Foreign Language (EFL) teachers beliefs about the impact of students’ peer correction at the post-writing stage (PWS) on students’ writing performance in letter writing. This paper draws on data collected as part of a larger project including questionnaire and semi-interviews. The findings reveal that teachers held positive beliefs about the impact of students’ peer correction on students’ letter writing performance. Implications for practical applications of students’ peer correction are also presented.