Atefe Kamalian - Yazd, Iran

Writing is a form of an art and an integral part of language learning. The present study concerned withdevelopment of writing skills through peer and teacher correction techniques. As an action research in nature,the research aimed to test the progress of the students while writing paragraphs and making questions. Thisstudy used the quantitative method to analyze the data collected through written paragraphs. It was seen that thestudents’ writing in post-test improved more than their writing in pre-test. The total number of studentsparticipated in this study was about 60 who were divided into two groups of thirty as control group andexperimental one. In comparison with the teacher-corrected group (control group), the peer-corrected group(experimental group) committed less grammatical errors in post test than pre test. Regarding mechanics ofwriting, their writing was found systematic in case of punctuation, proper use of paragraphs, in coherence andcohesion in writing. The peer correction and teacher correction techniques were found productive in teachingwriting and making questions via action research as a whole but generally speaking students in experimentalgroup were more active and motivated than the control group.

Writing; Proficiency; Paragraphs; Mechanics; Grammatical Units