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Title Impact of Peer Feedback on ESL writing Skills of the HSSC Level Students Multan

Author(s) Abdul Rauf

Abstract Thesis Title: Impact of Peer Feedback on ESL Writing Skill/s of HSSC Level Students Multan English is an emblem of achieving high status in Pakistan. People finding it a means of accomplishing success in life keep on learning English language. English is compulsory from primary to higher level of education in Pakistan. This great significance of English is the foundation of this study. There is a great scarcity of investigation in especially English Language Teaching in Pakistan. Students manipulate English not as language but as a subject. Language is a learning procedure and another important insufficiency in the education system of Pakistan is that process-centred approach to teaching of writing to the ESL/EFL students at HSSC level is not much well-known. Teaching of writing through commentary especially peer feedback activities are also unknown in the present literature. One key aspect of this study lies in the way that without devising a proper teaching plan, no improvement in the writing skill/s of the students can be harnessed. This research plans to review the spur of feedback by the peers in improving the writing skill/s of the learners at HSSC level. The study achieved this end through employing process-based approach to teaching of writing essays in small group activities by implementing peer feedback through planned lessons and checklists. The study employed traditional experimental research paradigm: experimental and control. The researcher applied pre-tests and post-tests in both the groups. Members of the first group, Experimental Class (EC) received treatment of peer feedback by using new process-centred approach for improving essay writing. The second Control Class (CC) did not get any administration of peer feedback but the teacher instructed that section with traditional product-centred approach in coaching essay writing. The information of the tests score and questionnaire was analysed by using statistical software SPSS. The study revealed that there is a good deal of difference of performance between students of both groups. The results of experimental group EC revealed that students after getting peer feedback treatment gave better results than the learners in the control class CC, who were not treated with peer feedback. Keywords: Peer Feedback; Peer Assessment; Peer Review; Writing Performance; Essays; Lesson Plans; HSSC level.

Type Thesis/Dissertation

Faculty Languages

Department English

Language English

Publication Date 2019-04-11

Subject Linguistics

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