Relationship between student self-monitoring, type of peer feedback and EFL writing performance

Abstract

The present study was conducted to investigate the effect of self-monitoring technique and also the effect of self-monitoring followed by pair and group peer feedback on Iranian EFL learners' writing improvement. It was hypothesized that self-monitoring training and also self-monitoring followed by pair and group peer feedback would not improve students' writing. Four intact classes consisting of 54 low proficient female learners studying English for four years in one language institute in Baneh, Iran, were assigned to three experimental and one control groups. All groups including control group were instructed process writing. After that experimental group 1 (EG1) received training on how to use self-monitoring in writing a composition. Two other experimental groups (EG2 & EG3), in addition to receiving this treatment, were taught to use pair and group peer feedback respectively following self-monitoring on their compositions. A posttest was administered to all groups at the end of the treatment period. They were required to write a composition about a pre-specified topic. Results of one way ANOVA and Paired Samples t-test analyses suggest that there were significant differences between the pretest and posttest scores of the participants in all groups. However, the difference in posttest results of the study groups was not statistically significant. Further findings and implications are discussed in the paper. © 2012 ACADEMY PUBLISHER Manufactured in Finland.