The Impact of Peer Feedback on Moroccan EFL University Students’ Writing Errors

The Case of Subject-Verb Agreement, Fragment and Run-On Sentences

Abstract

This study investigates the impact of peer feedback on Moroccan EFL University students' writing proficiency. The study focuses mainly on examining students’ errors at the level of their written complex sentences, seeking to examine the effectiveness of structured peer feedback in reducing writing errors. To do so, 80 semester two students at Ibn Tofail University have been divided into two groups: the experimental and control groups. The difference between the experimental and control groups’ errors has been corroborated by quantitative measurements using statistical tests, namely the independent t-test and the paired t-test to analyse students' written errors before and after receiving the treatment (peer feedback). The results demonstrate that peer feedback has helped to reduce students' written complex sentence errors, namely subject verb-agreement, fragment and run-on leading to improving their knowledge of English complex sentence structure rules. The findings of this study provide practical implications for researchers, syllabus designers, and language teachers to integrate peer feedback into language instruction to reduce such errors and develop Moroccan EFL university students’ writing proficiency.