English abstract
The Effectiveness of Pair and Group Feedback on the The present study aimed to investigate the effectiveness of using pair feedback and group feedback compared to teachers' feedback ordinarily used in correcting writing tasks of grade 11 classes. Hence, it attempted to indicate the strategy that could produce better writing performance among grade 11 students in Omani classrooms. Overall, the purpose of this study was to find out if there were any differences in students' writing performance that could be attributed to the type of feedback they receive. The population of the study consisted of about 4838 11th-grade students in South Batinah educational region. One school was randomly selected from 113 schools in the region, and then three classes of mixed ability students were assigned to form three groups, a) Experimental group 1: Teacher feedback & Pair feedback b) Experimental group 2: Teacher feedback & Group feedback. c) A Control group: Teacher feedback only.
All subjects took a pre-test before conducting the experiment and a post-test after the experiment. The writing test was reviewed by a panel of 13 judges for the purpose of ensuring its validity. In order to measure the inter-rater reliability of scoring, the writing tasks were graded twice by the researcher and the teacher of the class. The inter rater reliability was calculated using Pearson's correlation. The resulting coefficient of reliability was (0.92) which indicated a high level of inter-rater consistency. The results of the study were as follows:
.1 There were significant differences between the post and pre tests results for each of the three groups (pair feedback, group feedback and teacher feedback.
2. There were significant differences at the 0.05 level of significance between the post test
results of the students who received pair feedback, group feedback and teachers' feedback. 3.There were no significant differences at the 0.05 level of significance between the post test results of the students who received pair feedback and those who received group feedback.
4.There were significant differences at the 0.05 level between the post-test results of students who received pair feedback and those who received teacher feedback in favor of pair feedback.
5.There were significant differences at the 0.05 level of the post-test results between
students who received group feedback and teacher feedback in favor of group feedback.
6. Students perceived that receiving feedback from peers if it is integrated with the
teacher's feedback is more effective than receiving it only from the teacher.
7. Students preferred using coding systematically to indicate their writing errors and
mistakes rather than randomly underlining or circling them.
In the light of these findings, recommendations and suggestions for further research were put forward
