Please use this identifier to cite or link to this item: http://dspace.hebron.edu:8080/xmlui/handle/123456789/69
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dc.contributor.authorFarrah, Mohammed-
dc.date.accessioned2019-07-16T16:55:44Z-
dc.date.available2019-07-16T16:55:44Z-
dc.date.issued2012-01-15-
dc.identifier.citation40en_US
dc.identifier.issnPrint: 1727-8449, ISSN Online: 2311-8962-
dc.identifier.urihttp://dspace.hebron.edu:80/xmlui/handle/123456789/69-
dc.description.abstractThis study investigated students’ attitudes towards peer feedback in process writing classes in addition to assessing the effectiveness of this teaching technique. The sample of the study consisted of 105 male and female students from five sections of an undergraduate writing course offered by the English Department at Hebron University in the academic year 2010/2011. A pre-test, post-test as well as a pre-questionnaire and post-questionnaire consisting of twenty statements follow a five-point Likert scale. The results indicated that students viewed peer feedback as a worthwhile experience; it offered an opportunity for social interaction. It also improved students’ writing skills. Furthermore, the technique enhanced students’ critical thinking, confidence, creativity, and motivation. In addition, it helped in improving their assignments. The paper offers some recommendations.en_US
dc.language.isoenen_US
dc.publisherAn-Najah University Journal for Research - Humanitiesen_US
dc.subjectmotivationen_US
dc.subjectcritical thinkingen_US
dc.subjectimproving writing skillsen_US
dc.title4 The impact of peer feedback on improving the writing skills among hebron university studentsen_US
dc.typeArticleen_US
Appears in Collections:Journals



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