An Assessment Of Students’ Participation In PeerFeedback Process In Writing Activity: The Case Of Grade 10 Students In Ginnir High School, Bale Zone.

Abstract

The purpose of the study was to assess the participation of students in giving and receiving feedback to their peers’ writing and identify factors that hinder the implementation of peer feedback during writing activities. To achieve the objectives, both quantitative and qualitative research methods were employed. The participants of the study were 4 grades ten English teachers and 90 grade ten students who were selected using available sampling technique. Three data collection instruments –class observation, questionnaire and interview were the three instruments of data collection used in this study. One-to-one in-depth interview was conducted with EFL teachers of the target School. In order to collect appropriate data from students, the questionnaire was distributed to the students and for factual activities of students and teachers during writing lesson; Classroom observation was conducted in four different classes. The quantitative data were analyzed using numbers and percentage, and the qualitative data were transcribed and narrated in words. The study revealed that most of the students of the selected school do not have awareness about the importance of peer feedback and so, they cannot participate in peer feedback process during writing activities. Moreover, the study indicated some factors such as lack of students’ motivation towards writing and insufficient concentration of teachers to peer feedback practice are factors hinder the implementation of peer feedback during writing. Based on the findings, it was recommended that teachers should motivate their students towards writing and should develop the ability of students towards peer feedback process. Besides, teachers should give students more opportunities to practice peer feedback during writing activities.