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Teaching ESL Writing in Saudi Arabia: A Case for the Integration of Peer Feedback

Author

Listed:
  • Grami Mohammad Ali Grami

    (King Abdulaziz University, Saudi Arabia)

  • Homidan Abdullah Alhomidan

    (King Abdulaziz University, Saudi Arabia)

  • Rakan Aljohani
  • Abdulelah Bustanji

    (King Abdulaziz University, Saudi Arabia)

  • Hasan A. Hawari

    (King Abdulaziz University, Saudi Arabia)

  • Abdulsalam H. Janbi

    (King Abdulaziz University, Saudi Arabia)

Abstract

Writing is the most difficult of all language skills and the one learned last. This is true regardless of L1 or L2 but, for many reasons, it is especially true when it comes to learning to write in a second or foreign language. Furthermore, available data shows that English as a Second Language (ESL) Saudi students are among the lowest-scoring in the world, especially when it comes to writing. In this project, we investigate deploying alternative sources of feedback in ESL writing classes, including peer feedback, with the aim of improving writing. We also investigate Saudi students’ perception of peer feedback. Data was collected using a questionnaire and pre- and post-test written exams involving control and experimental groups. Descriptive statistics from both methods were generated and presented accordingly. It was found that peer feedback provided an additional source of constructive feedback and fostered autonomous learning.

Suggested Citation

  • Grami Mohammad Ali Grami & Homidan Abdullah Alhomidan & Rakan Aljohani & Abdulelah Bustanji & Hasan A. Hawari & Abdulsalam H. Janbi, 2021. "Teaching ESL Writing in Saudi Arabia: A Case for the Integration of Peer Feedback," European Journal of Humanities and Social Sciences, European Open Science, vol. 1(6), pages 87-93, November.
    • Handle: RePEc:epw:social:v:1:y:2021:i:6:id:18175
    DOI: 10.24018/ejsocial.2021.1.6.175
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