The Effectiveness of Teacher Feedback and Peer Feedback on EFL Students’ Writing Performance

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Published: Jun 25, 2020
Keywords:
Teacher feedback Peer feedback EFL writing ability

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Sarina Kalong
Faculty of Liberal Arts, Prince of Songkla University, Hat Yai, Songkhla, 90110, Thailand
Thanyapa Palanukulwong
Faculty of Liberal Arts, Prince of Songkla University, Hat Yai, Songkhla, 90110, Thailand

Abstract

This comparative study investigated the effectiveness of teacher feedback vis-à-vis peer feedback on EFL writing development through dialogue journal writing. The participants were 50 Mathayom 4 (Grade 10) students at a private Islamic secondary school, Yala province. The participants were divided into two experimental groups, each consisting of 25 students: the teacher feedback group and the peer feedback group. Research instruments were 1) a pre- and post- writing test and 2) dialogue journal writing. Both groups had to write dialogue journal once a week for 10 weeks. The journals were exchanged and corrected by the teacher and the designated peers. The finding indicated that peer feedback led to a significant improvement on the participants’ overall writing ability and writing fluency than teacher feedback (p < .01). However, neither teacher feedback nor peer feedback helped in the improvement of writing accuracy.

Article Details

Issue
Vol. 15 No. 2 (2020): May-August
Section
Research article

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