Machine summary:
"ir Abstract This research study aimed at investigating whether using peer-provided feedbacks rather than teacher-provided comments would result in any significance differ- ence in Iranian English undergraduate students’ ability in writing.
This research study, therefore, aimed at investigating whether using peer-provided feedbacks rather than teacher-provided comments would result in any significance difference in students’ ability in writing or not.
The handout composed of seven units covering the topics pertinent to the advanced writing course such as the elements of writing and the process of writing, paragraph structure, characteristics of a good paragraph, hints for revising the paragraphs, avoiding jargon, and the conventions of punctuations, collected by the researchers from different writing books written by Bailey and Powell (1989), Messenger and Taylor (1989), Fitzgerald (1993), and Nezhad Ansari (2002).
4. Discussion Generally speaking, this study reveals that peer feedback--in its general sense--affects students’ writing performances, which in turn means that the students do incorporate suggestions made by their teacher and/or peers while revising their drafts.
The findings of this study are in line with those of other similar studies on the nature of peer feedback and its influence on revision (Connor & Asenavage, 1994; Mendonca & Johnson, 1994; Lockhart & Ng, 1995; Villamil & Guerrero, 1996; Tahririan & Mazdayasna, 2001), and that not only students find peer response experience beneficial and see numerous advantages of working in groups, but its social dimension can also enhance the participant’s attitudes towards writing (Nelson & Murphy, 1992; Mendonca & Johnson, 1994)."