NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1013815
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0379-0037
The Effects of Using Peer and Teacher Feedback into Saudi Writing Context
Alhaisoni, Eid; Alzuoud, Khalid
Indian Journal of Applied Linguistics, v38 n2 p147-159 Jul-Dec 2012
This paper aims to investigate the efficacy of two commonly used techniques of feedback in teaching writing: teachers' feedback and peers' feedback in the Saudi educational context. The study was comprised of 132 Saudi EFL students enrolled at the Department of English in the University of Hai'l. The data collection was carried out through a questionnaire. The collected data were computed and analysed via descriptive statistics, t-test, and one-way repeated measure ANOVA. The results revealed that feedback was helpful to students and important for teachers because it gives them the opportunity to diagnose and assess the problematic issues in learners' writing. The results also showed that most of the students regarded feedback as the teacher's responsibility. This study recommended investigating peers' feedback in depth and studying other factors that affect Saudi students' peer feedback such as social factors and combining teacher feedback and peer feedback in the same context. In addition, training students is an important issue; if students are properly trained to use peer feedback, the benefits could be very significant. It recommends that education policy makers and ESL writing teachers in Saudi Arabia should do more effort to introduce peer session to all ESL writing classes. (Contains 1 table.)
Bahri Publications. 1749A/5 1st Floor, Govindpuri Exension, Kalkaji, New Delhi, 110019 India. Tel: +91-011-65810766; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A