Abstract:
This 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.
