The Effects Of Peer Feedback On The Efl Students Writing Performance And Writing Anxiety At Adama University

The main objective of this study was to investigate whether peer feedback had any effect on thernwriting performance and writing anxiety of EFL students of Adama University. The writingrnfeatures peer feedback could address and the perceptions of the students about peer feedbackrnwere also investigated.rnThe subjects of the study were divided into the control and the experimental group. At thernbeginning of the study, the students were made to write texts without any feedback. They alsornrated their writing anxiety using Second Language Writing Anxiety Inventory (SLWAI). Then, thernexperimental group was given training in giving and receiving peer feedback for five weeks, andrnthen, wrote three paragraphs within two weeks. The control group, on the other hand, wrote thernsame texts within the same period of time without peer feedback. Second Language WritingrnAnxiety Inventory was used to investigate the difference in the level of writing anxiety betweenrnthe two groups before and after the peer feedback training. To investigate students’ perceptionsrntowards peer feedback, questionnaire and interview were used with the experimental group.rnThe analysis of the students’ written texts showed no significant difference in the overall writingrnperformance between the experimental and control group students. However, there was arnsignificant difference between these groups in the low order features of writing (mechanics,rnspelling and grammar). The SLWAI analysis showed that the experimental group studentsrnexperienced significantly less writing anxiety than the control group. The results of thernquestionnaire and interview revealed that the students had positive attitude towards the practicernof peer feedback.rnBased on the findings, it was suggested that peer feedback should be used primarily to encouragernstudents to rewrite their texts in learning writing. Writing teachers should also use peer feedbackrnin helping students to improve their writing in the areas of spelling, mechanics and grammar.rnTeachers are also advised to use this feedback to deal with students’ writing anxiety in writing.rnFinally, as this study is limited to one university and short period of time, it appears to berndifficult to draw generalizations about the findings of the study. Hence, further research is highlyrnrecommended to further investigate the area.

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