Abstract
The purpose of this study was to find out the impacts of teachers' intervention and no teachers' intervention peer feedback writing techniques (PFWT) on English as a foreign language (EFL) student teachers' essay writing ability and their perceptions of learning activities viewed on their level of writing anxiety. The study was conducted in one English education study program at an Indonesian state Islamic university. Writing tests were used to find out whether or not the treatments had the impact on student teachers' essay writing achievement while a questionnaire was used to gain student teachers' perceptions of writing activities. Two groups of student teachers taking a writing course were selected as participants. Data were analyzed by using Two Way ANOVA, Descriptive statistics analysis, and non-parametric test. The findings indicated that no teachers' intervention PFWT had a significant impact on student teachers' writing ability and the impact was influenced by the different levels of students' writing anxiety. Additionally, teachers' intervention PFWT had a significant effect on both students' having low and high writing anxiety. Finally, students having low writing anxiety perceived teachers' intervention PFWT more positively compared to those having high writing anxiety.
Highlights
Student teachers taking a writing course were selected as Several approaches have been proposed to facilitate participants
According to the structural intervention peer feedback writing techniques (PFWT) had a significant impact on student linguistics theories, writing is treated as a product and teachers’ writing ability and the impact was influenced by emphasized grammatical features of texts
After contradictions to the product positively compared to those having high writing anxiety. approach in teaching writing, the process approach to Keywords writing was introduced in 1980s, which was most widely Collaborative Peer Feedback, Students' accepted by L2 writing teachers
Summary
Student teachers taking a writing course were selected as Several approaches have been proposed to facilitate participants. According to the structural intervention PFWT had a significant impact on student linguistics theories, writing is treated as a product and teachers’ writing ability and the impact was influenced by emphasized grammatical features of texts. Teachers’ intervention PFWT had a approach in teaching writing naturally emphasize significant effect on both students’ having low and high linguistic knowledge, vocabulary choices, and syntactic writing anxiety. Approach in teaching writing, the process approach to Keywords writing was introduced in 1980s, which was most widely Collaborative Peer Feedback, Students' accepted by L2 writing teachers. It was the Writing Anxiety, Teachers' Intervention planning-writing-reviewing framework established by Flower and Hayes (1981). How the situations and an affinity to collaborate with others
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