The Effect of Teacher-Feedback, Peer-Feedback, and Self-Revision on Iranian EFL Learners’ Form and Content Revision

The aim of the present study was to investigate the effect of peer-feedback and teacher-feedback on form and content revision in high and low proficient Iranian EFL learners’ writings in comparison with self-revision in control group. For this purpose, six intact EFL classes were selected from available classes at Islamic Azad University, South Tehran Branch and Kish Language School with 180 learners aged about 20 in high and low proficiency levels. One group in each proficiency level received peer-feedback, another teacherfeedback, and the other was instructed to self-revise. The findings showed that there was no significant difference between the effects of teacher- and peerfeedback groups on the frequency means of preposition errors in the high or the low proficient groups. However, each of these experimental groups differed significantly from the no-feedback control groups. In spelling errors, while in the low proficient group, both the teacher- and the peer-feedback groups outperformed the no-feedback control group; in the high proficient group, the no-feedback control group managed to do as well as the peer-feedback group and only the teacher-feedback group managed to outperform the control group. In content revision, there was no significant difference in the high proficient learners’ text revision among any of the three groups. However, although there was a significant difference between the experimental groups in the low proficient learners, neither of them differed significantly from the control group, indicating that self-revision was as effective as both the teacher- and peerfeedback. The findings suggest that the effect of feedback is not straightforward to interpret.