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Writing is the most difficult of all language skills and the one learned last. This is true regardless of L1 or L2 but, for many reasons, it is especially true when it comes to learning to write in a second or foreign language. Furthermore, available data shows that English as a Second Language (ESL) Saudi students are among the lowest-scoring in the world, especially when it comes to writing. In this project, we investigate deploying alternative sources of feedback in ESL writing classes, including peer feedback, with the aim of improving writing. We also investigate Saudi students’ perception of peer feedback. Data was collected using a questionnaire and pre- and post-test written exams involving control and experimental groups. Descriptive statistics from both methods were generated and presented accordingly. It was found that peer feedback provided an additional source of constructive feedback and fostered autonomous learning.
Grami et al. (Fri,) studied this question.
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