المجلة الجزائرية للمخطوطات
Volume 21, Numéro 1, Pages 456-471
2025-05-15
The Impact Of Combined Teacher-peer Feedback On Efl Students’ Writing Performance: A Case Study At The Higher Education College For Teachers, Assia Djebar – Constantine
Authors : Taoutaou Dihia . Beghoul Youcef .
Abstract
Composing in English for English as Foreign Language (EFL) learners requires significant effort, making feedback essential for their success in writing. This study investigates the effectiveness of combining teacher and peer feedback on Third Year students’ writing performance at the Department of English, Ecole Normale Supérieure of Constantine - Assia Djebar. It aims to show that using combined teacher-peer feedback, instead of teacher feedback alone, can enhance learners’ writing abilities. The research employed a classroom intervention through an experiment with pre-test and post-test phases, involving an experimental and a control group. Cohen’s d Effect Size Measure (1988) was used to compare the global score means of both groups. The results revealed a substantial effect, highlighting significant improvement in the experimental group’s writing. These findings confirm that combining teacher and peer feedback is an effective approach to improving EFL learners’ writing skills, providing a meaningful impact on their overall performance.
Keywords
EFL writing ; Peer feedback ; Teacher feedback ; Combined Teacher-Peer Feedback
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