Enhancing writing skill of students of English major through “peer check” activity

Abstract

The purpose of this article is to investigate the importance of peer-checking in English as a second language (ESL) writing classes at a university of foreign language studies. An input-output test combined with a questionnaire revealed that students in the experimental group with the intervention performed better on their essays than those in the control group. According to the survey results, even though the students still struggled with essay writing, they all expressed a strong desire to use this strategy in writing class. To improve the quality of feedback and students’ writing skills, a scientific conclusion and recommendations were proposed.