Use of Peer Feedback Activity to Promote English Writing Ability and Decrease Writing Anxiety Among Grade 10 Students
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Abstract
The purposes of this research were to study students’ English writing ability and compare students’ English writing anxiety before and after being taught using peer feedback activity. The target group was 33 grade 10, special English program, students at Phichitpittayakom School, Mueang District, Phichit province studying in Language Clinic club in the end of the first semester and in the beginning of the second semester of the academic year 2016. The research instruments consisted of 5 lesson plans using peer feedback activity, 20 periods and an English writing anxiety test. The data gained were analyzed for mean, standard deviation and percentage. The findings of this study were as follows: 1) The students’ English writing ability passes the pre-set criterion at good level after being taught by the use of peer feedback activity. 2) The students’ English writing anxiety score decreased after being taught by the use of peer feedback activity.
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