THE EFFECT OF PAIR AND PEER CORRECTIVE FEEDBACK MODALITIES ON SECOND LANGUAGE WRITING SKILLS AMONG IRANIAN PRE-INTERMEDIATE EFL LEARNERS

This study investigated the teachers and student’s attitudes towards English teachers’ feedback on learning English grammar rules and working on a list of grammatical points. Research population included 301 pre-university students (i.e., 170 girls and 131 boys) who were selected through random clustering sampling. Then three groups comprised of 16 participants were assigned to form two experimental groups (i.e. peer and pair) and a control group. Experimental group (A) received peer, experimental group (B) received pair and the control group received individual (i.e., teacher) grammar feedback. 22 English teachers were participated in the study. They were teaching English to the participants in the study in the schools where the students enrolled in English courses. This study utilized two researcher-made questionnaires which allowed the researcher to gather a relatively large amount of data. Pre and post questionnaire analysis were used to determine the effect of teacher, peer and pair feedback in grammar classes. Statistical analysis of Chi-square (X2), Independent t-test and Pearson correlation analyses were used to analyze data. T-test analysis showed that there was not a significant difference between girls and boys in attitudes towards teacher’s skills in providing feedback. Chi-square analysis showed that the students only have positive attitudes towards pair feedback while they significantly have negative attitudes towards individual feedback. It was realized that there was a high and significant correlation coefficient between individual feedback and teachers’ skills in providing feedback. Implications f the study revealed that teachers could be the main sources of feedback in teaching grammar and should detect the errors and correct them immediately.