Examining the Impact of WhatsApp-Aided Peer-Review Technique on EFL Students’ Paragraph Writing Skills

Abstract

WhatsApp is one of the most influential online applications in use today. The present study examines the effectiveness of the WhatsApp-Aided Peer-Review Technique (WAPRT) in enhancing the writing abilities of English as a Foreign Language (EFL) students at the University of Ha’il in Saudi Arabia. The study aims to measure the significance of improvement following the WAPRT intervention, gauge students’ entry-level writing proficiency, and assess the efficacy of the method from the viewpoint of educators. Data was gathered from 16 participants’ electronic surveys and pre- and post-test writing assignments using a quasi-experimental design. Descriptive and inferential statistics, including t-tests, revealed a statistically significant improvement in writing skills (p = .000) that supports the efficacy of WAPRT. Writing anxiety of the students was slightly reduced but was not statistically significant (p = .140). The findings recognize WAPRT as an effective tool for promoting EFL writing skills, particularly in collaborative and technology-enabled learning conditions. The study calls for the integration of positive peer-review practices within classrooms, training teachers on how to leverage WhatsApp to support writing instruction, and exploring other online spaces for the same interventions. This study contributes to the growing body of research on technology-enhanced language learning and offers practical insights for EFL teachers seeking innovative ways to enhance students’ writing. By enhancing EFL students’ writing skills, the study contributes to their academic success, employment, and overall quality of life in a technology-driven world