The Effect of Peer-led instruction on Writing Process of Second Language Learners

Abstract. Different teachers have different ways to present writing principles, each of whichhas different assumption for curriculum design. This study aimed to investigate the effect ofpeer feedback on the L2 writing accuracy of young language learners and howAddition/Deletion Approach (ADA) effects the drafting step in writing. Initially, this researchreviewed the approaches to drafting (i.e., forward, central, and backward designs). To conductthe study, 44 young language learners, aging 11, were selected through convenient samplingand assigned randomly to control and experimental groups. The Oxford Placement Test (OPT)was used to homogenize the participants in terms of English language proficiency. In theexperimental group, the participants received peer-led feedback. The decision as to whichfeedback should be applied was made by the writer. However, the participants of the controlgroup received teacher-led feedback. The results of the study revealed that the writers in theexperimental group benefited more from the feedback given by the peers than the peersthemselves. Overall, the experimental group outperformed the control group on the post test.The program lasted for 8 months. The results of the post-test scores showed that theexperimental group made more progress than control group. Finally, implications are offeredfor teaching L2 writing to young language learners.

Keywords:

elementary learners , peer feedback , writing drafting step