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| Titre : | Peer Feedback as a Tool to Enhance EFL Learners’ Writing Skills : A Case of First-Year EFL Learners at the University of Amar Telidji − Laghouat | | Type de document : | document multimédia | | Auteurs : | Salima Bouchenak, Auteur ; Mustapha Gasmi, Directeur de thèse | | Editeur : | Laghouat : University Amar Telidji - Department of English | | Année de publication : | 2025 | | Importance : | 79 p. | | Accompagnement : | CD | | Langues : | Anglais | | Catégories : | THESES :20 Langue et litterature anglaise
| | Mots-clés : | Writing Skills, Peer Feedback, EFL. | | Résumé : | The present research attempts to investigate the effectiveness of peer feedback in developing
EFL writing skills of 1st year EFL and translation students in the English and translation
department at the University of Amar Telidji in Laghouat. Moreover, the study aims to determine
whether the repeated engagement in giving and receiving peer feedback impacts the development
of the writing skills. This study also seeks to highlight the main challenges EFL learners may
face when providing and receiving peer feedback and the strategies that can be implemented to
improve the effectiveness of peer feedback in EFL writing classes. Therefore, in order to reach
the aim of this study, descriptive analytical method and quantitative approach were adopted to
collect and analyze accurate data. A questionnaire has been administered to 80 first-year EFL and
translation students at the department of English and translation, University of Laghouat. The
findings of the questionnaire confirmed the hypothesis that the repeated engagement in peer
feedback improves the writing accuracy and develops the critical thinking of learners through
collaborative learning. Furthermore, some challenges EFL learners may face when providing and
receiving peer feedback such as preferring teacher‟s feedback and the lack of experience. In
addition, the results also revealed that peer feedback can be implemented by teaching the
learners how to provide insightful feedback and receive feedback with receptiveness.
Accordingly, the results of this study are important for English language learning, especially for
English as foreign language learners; it highlights the importance of implementing peer feedback
in EFL classes to increase learners‟ writing skills. | | note de thèses : | Master in Didactics of English |
Peer Feedback as a Tool to Enhance EFL Learners’ Writing Skills : A Case of First-Year EFL Learners at the University of Amar Telidji − Laghouat [document multimédia] / Salima Bouchenak, Auteur ; Mustapha Gasmi, Directeur de thèse . - Laghouat : University Amar Telidji - Department of English, 2025 . - 79 p. + CD. Langues : Anglais | Catégories : | THESES :20 Langue et litterature anglaise
| | Mots-clés : | Writing Skills, Peer Feedback, EFL. | | Résumé : | The present research attempts to investigate the effectiveness of peer feedback in developing
EFL writing skills of 1st year EFL and translation students in the English and translation
department at the University of Amar Telidji in Laghouat. Moreover, the study aims to determine
whether the repeated engagement in giving and receiving peer feedback impacts the development
of the writing skills. This study also seeks to highlight the main challenges EFL learners may
face when providing and receiving peer feedback and the strategies that can be implemented to
improve the effectiveness of peer feedback in EFL writing classes. Therefore, in order to reach
the aim of this study, descriptive analytical method and quantitative approach were adopted to
collect and analyze accurate data. A questionnaire has been administered to 80 first-year EFL and
translation students at the department of English and translation, University of Laghouat. The
findings of the questionnaire confirmed the hypothesis that the repeated engagement in peer
feedback improves the writing accuracy and develops the critical thinking of learners through
collaborative learning. Furthermore, some challenges EFL learners may face when providing and
receiving peer feedback such as preferring teacher‟s feedback and the lack of experience. In
addition, the results also revealed that peer feedback can be implemented by teaching the
learners how to provide insightful feedback and receive feedback with receptiveness.
Accordingly, the results of this study are important for English language learning, especially for
English as foreign language learners; it highlights the importance of implementing peer feedback
in EFL classes to increase learners‟ writing skills. | | note de thèses : | Master in Didactics of English |
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| Thlg 20.549 | Thlg 20.549 | CD | BIBLIOTHEQUE DES LITTERATURES ET LANGUES | Lettres et langue anglaises (bll) | Disponible |
