The Effect of Direct and Peer Feedback on Accuracy of EFL Learners’ Written Performance

The present study was an attempt to explore the impact of direct and peer feedback on the improvement of Iranian EFL learners' writing skill. Seventy intermediate-level students learning English at Furuzesh Institute of Parsabad participated in the present study. For the purpose of homogeneity, prior to research, an Oxford Placement Test as a proficiency test was given to the students and the participants of the study were selected based on the results of the proficiency test. Students whose scores were between one standard deviation minus and plus the mean took part in the study. Accordingly, four students were taken out of the study since their scores were one standard deviation below or above the mean; therefore, sixty six students remained in the study. All the participants were assigned to three groups; control group (CG) and two experimental groups (EG1 & EG2). CG received no feedback, EG1 took advantage of direct feedback, and EG2 received peer feedback. The data were obtained through a pretest and a posttest, both of which were writing compositions. Data analysis indicated a statistically significant difference between direct and peer feedback and no feedback. In other words, both direct and peer feedback outweighed no feedback, and peer feedback outperformed direct feedback in improving writing accuracy . of Iranian EFL learners

کلیدواژه ها:

direct feedback ، peer feedback ، no feedback ، writing skill