Amirreza Vakilifard; Shirin Dehqani
Abstract
Effective written communication is a crucial skill.Developing proficient writing skills requires consistent training and constructive feedback.While previous research has examined the impact of teacher feedback on language learners, the efficacy of peer correction technique, a form of corrective feedback, ...
Read More
Effective written communication is a crucial skill.Developing proficient writing skills requires consistent training and constructive feedback.While previous research has examined the impact of teacher feedback on language learners, the efficacy of peer correction technique, a form of corrective feedback, on reducing writing errors among non-Iranian Persian learners has not been extensively studied.To address this research gap, this study investigates the effectiveness of peer correction technique on the Persian writing skills of 47 male and female Persian learners from diverse nationalities.Non-random purposeful sampling was used to select participants, who were then divided into two groups, each consisting of four separate classes.Prior to implementing the peer correction technique, both groups completed a pre-test.The experimental group underwent six sessions of peer feedback technique implementation, after which a post-test was conducted. Analysis of the participants' writing errors showed that despite some limitations, the peer correction technique had a positive effect on enhancing the Persian writing skills of the non-Iranian learners in the experimental group, leading to a reduction in their writing errors.The findings suggest that peer correction technique can be an effective means of improving writing skills among non-Iranian Persian learners.This study contributes to the existing literature by highlighting the potential benefits of peer correction technique and informing pedagogical approaches aimed at enhancing writing skills among non-Iranian Persian learners.Furthermore, the study's results suggest that peer correction provided in a classroom setting can positively impact the writing proficiency of both foreign learners with different native languages and more proficient language learners in the experimental group.
