The impact of written peer feedback on the writing skills of EFL university students in Yemen

It is widely acknowledged that writing is the most challenging skill for EFL learners and thus they need support to overcome such challenges in their writing. This quasi-experimental study aims to investigate the effect of written peer feedback on the students' writing skills. The study adopted a quasi-experimental design where the sample of the study was divided into two groups: experimental and control groups; The sample of the study consisted of third level students (75 male and female students) in the Department of English, Faculty of Education, Hajjah University. The subjects in both groups were given a pre and post-test to find out if there was an improvement in their writing performance. The post-test papers were collected and scored. The collected data was, then, analyzed quantitatively. The results of the study reveal that there was a statistically significant difference between the experimental and control groups' writing performance on the post-test in favor of the experimental group. Such improvement was attributed to the treatment given to the experimental groups (i.e., with the written peer feedback adopted). Therefore, the study recommends that EFL teachers should consider written peer feedback when teaching writing in the classroom.