Online Peer-Review Technique Using Facebook A Pedagogical Study in EFL Students’ Paragraph Writing Skills

Abstract

This study aims to investigate the impact of the online peer-review technique (OPRT) on Facebook on enhancing the paragraph writing skills of English major students at Majmaah University, Saudi Arabia. Further, the study delves into the emotional and psychological dimensions of the learning experience, shedding light on students’ anxiety and emotional state regarding online peer-review feedback. Using pre- and post-tests, the research design mimics an experiment, examining the impact of the online peer-review method on the paragraph writing skills of 24 EFL students in the sample. According to the results, there was a clear upward shift in the students’ writing proficiency after implementation of the OPRT, moving from a developing phase to a level of commendable competency in the domain. While the OPRT demonstrated a reduction in students’ anxiety levels and an improvement in their emotional state towards the peer- review process, these changes were not statistically significant, indicating that emotional adaptability to novel teaching techniques might require more prolonged exposure and practice in the technique. Nevertheless, the observed trend is promising. The research undeniably underscores the potential benefits of integrating online peer-review techniques, like OPRT, into the educational framework. Such techniques not only improve learners’ writing proficiency but also promote critical thinking, foster a collaborative spirit, and potentially lead to a positive emotional and psychological shift in students’ learning experiences.