Abstract:
The purpose of the study was to investigate students' preferences for peer or teacher feedback
And the effects of such preferences on their writing skill improvement in case of grade-l l
Students of Asendabo Senior Secondary and Preparatory school. To achieve this objective,
Twenty texts produced by the students were analyzed to check if there was any significant
Difference in writing performance between students of the same group after they received peer
And teacher feedback separately. Questionnaire was administered for sixty students who were
Randomly selected and ten English language teachers who are currently teaching in the school
And interview with ten students. The result of the study revealed that the students preferred to
Receive teacher feedback than peer feedback because they believed their mistakes in writing
Would be properly and fully corrected. In other words, students relied on teacher feedback
Because of its accuracy. The result of the texts analysis also indicated that teacher feedback
Treatment had a significance effect on the students' writing performance than peer feedback. On
The basis of the finding, it was recommended that teachers were advised to supply adequate,
Necessary and easily understandable comments so as to enable students to use them and
Communicate through their writing.
