Enhancing College Freshmen's EFL Writing Performance in an Academic Writing Course Via Self, Peer, and Group Review Strategies

Document Type : Original Article

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Department of Curriculum and Instruction, Faculty of Education, Minia University, Egypt

Abstract

There has been a consensus that the teacher's reviewing of EFL students' written work is not workable in a class with a large number of students and a heavy workload. The present study aimed to investigate the effect of four reviewing strategies (peer, self, group, and teacher) on enhancing the writing performance of first-year college students who were studying English as part of their college degree program. The study sample consisted of 120 students who were divided into four groups. They included three experimental groups and a control group with 30 participants in each group. The study utilized the control group pre-post test design. Data was collected through an EFL writing performance test to assess five writing competencies (i.e., content and organization, vocabulary, grammar, mechanics, and style). Data analysis using t-test and one-way ANOVA revealed that the peer review group outperformed the control group and the other two experimental groups in the writing test as a whole and all its sub-scales. The findings were discussed considering the previous research evidence regarding the type of review that yields the best results. Based on the findings of the study, it was recommended that training in self and collaborative reviewing strategies should be incorporated in EFL writing assessment at higher education and pre-university education.

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