چکیده:
This study was undertaken to examine the effectiveness of feedback in the
development of EFL learners’ writing ability. Peer-reviews in the form of
comments and suggestions given by the students on one another's drafts
proved beneficial. Revision based on such feedback reinforced the idea that
the students were writing for a real audience other than the teacher. The most
valuable feedback came from the teacher in the form of comments,
suggestions, and conferences, which were very significant because the
students usually checked their second drafts before writing a third draft to
avoid repeating the same errors. Reader feedback on the various drafts
enhanced the writer's performances through the writing process on to the
eventual final product. Finally, feedback promoted self-esteem and built
important communication bridges between learners and the teacher who
worked with them.
خلاصه ماشینی:
The most valuable feedback came from the teacher in the form of comments, suggestions, and conferences, which were very significant because the students usually checked their second drafts before writing a third draft to avoid repeating the same errors.
Likewise Mangelsdorfin (1992) noticed that peer-reviews helped most of the students to see their topics from different perspectives and encouraged them to develop and clarify their ideas in the ESL composition classroom, Finally, the findings of Kumari Dheram (1995) revealed 58 Peer Review, Teacher Feedback, ...
In the light of the above findings, the main objective of the present study was to examine issues related to peer reviews and teacher feedback in the EFL composition classroom, and to what extent both these types of feedback helped in the development of students' writing skill.
Moreover by receiving feedback from the teacher on the second drafts, the students were able to correct a good number of their errors concerning grammar, organization, word choice, usage, and mechanics, The results presented in Tables (4) and (5) indicate a significant improvement in the students' development of their writing skills during the course of this study.
Peer-reviews and teacher feedback not only helped the students to revise their writing tasks by considering different points of view on their written drafts, but also motivated them to discover new ideas, new sentences, and new words throughout the process of writing, rewriting, and post-writing.