Abstract:
This study aimed to investigate the outcomes of teacher and peer feedback on EFL students’
writing performances. Moreover, the study was intended to assess attitudes of EFL students
towards the provision of teacher and peer feedback in paragraph writing. Data collection was
carried out through two instruments: paragraph writing tests and questionnaire. The reliability
and validity of the instruments were verified by using Cronbach’s Alpha. The study sample
consisted of 30 EFL minoring prospective primary teachers at Arba Minch College of Teachers’
Education. The subjects of the study were equally divided into two groups: control (n=15) and
experimental (n= 15). Both groups were similar in terms of academic level, mother tongue
background and their target language learning experiences. The experimental group
participants were introduced with peer feedback in paragraph writing sessions while the control
group participants were taught by the teacher provided with teacher feedback. In order to find
out the effect of peer on EFL students’ writing performance experimental research design was
employed. To analyze the data quantitative method was used. The data gathered through writing
paragraph and the questionnaire was analyzed quantitatively. Both the data gathered through
writing paragraph and questionnaires (writing attitude inventory, see appendix) were analyzed
using independent sample t-test. The results of data collection showed the provision of teacher
and peer feedback did not play any significant role in improving the students’ paragraph writing
at 0.05 (df=28) critical t-value 2.048 level of significance. The analysis of each feature of
writing showed that there was no significant difference between two groups; however students
were able to correct low level concern (non-impeding errors). From this we assert that students
were required to be trained to be aware of high order concern (meaning impeding errors). From
the analysis of questionnaire finding reveals that the experimental group showed high variation
compared with that of control group in their attitudes toward peer feedback. Finally
recommendations and discussion were made based on the results and finding of the study
