The Impact of Peer Interaction on an Editing Activity in EFL Classes

Abstract

This study investigated the merits of peer interaction on a text editing activity in EFL classes in Iran. Sixty-two EFL students majoring in English Literature volunteered to take part in this study. The participants, randomly assigned to experimental and control groups, did the same activity under two conditions: individually and in pairs. The activity required the participants to edit a text containing grammatical errors featuring the use of articles, subordinating conjunctions, and prepositions in English. Data analysis revealed that students’ overall performance significantly improved when they worked in pairs than when they did the activity individually. However, their performance did not improve consistently over different grammatical items. As for articles and subordinating conjunctions, pair work improved students' performance. Nevertheless, with respect to prepositions, this phenomenon was not observed. Index