Exploring the Impact of Peer Assessment on EFL Students’ Writing Performance

Lately, researchers have expressed their concern for EFL students’ poor writing performance and exam failure. They indicated that peer assessment (PA) can be successfully employed to support a better integration of teaching/instruction with progress in learning. Bearing this mind, the current study pre-test post-test quasi-experimental design aimed explore effect PA on 200 Greek Cypriot performance. These adolescent learners attended two classes per week (90 minutes) full school year. Teachers received training skills then had train own students. Students were asked use rubric which was also devised by researcher but negotiated between students teachers during sessions. Paired T-tests performed investigate whether control (n=100 10 teachers) experimental groups enhanced comparing pre- scores. The outcomes could moderately positive impact improved 5 aspects: mechanics, organisation, content, focus, vocabulary language use. In response need more experimentation, provides recommendations implementation secondary enable improve