Moroccan EFL University Students’ Attitudes Towards Peer Feedback in Writing: Complex Sentence as a Case Study

ABSTRACT: This study explores Moroccan EFL university students’ attitudes towards the impact of peer feedback on their writing skills. It focuses particularly on their ability to construct complex sentences. A questionnaire was administered to 40 EFL students after receiving peer feedback in their writing classroom. The qualitative data obtained from the questionnaire were converted into percentages depicted in graphs, revealing significant reductions in complex sentence errors and hence improving the students’ positive attitudes towards peer feedback as a collaborative learning strategy in enhancing their writing proficiency in general and complex sentence construction in particular. These research findings underscore the effectiveness of peer assessment in addressing some challenges that Moroccan EFL university students encounter when writing. The results demonstrate that peer feedback has helped to reduce students’ written complex sentence errors and develop their knowledge of English complex sentence structure rules. The findings of this study provide practical implications for researchers, syllabus designers, and language teachers to integrate peer feedback into language instruction to develop Moroccan EFL university students’ writing proficiency.

KEYWORDS – Peer feedback, EFL writing, Complex sentence construction, writing proficiency, Moroccan EFL university students’ attitudes.