The Combination of Peer and Self-Directed Feedback on Writing Ability of EFL High Proficient Students

This study examined whether high proficient students who are trained with the treatment of the combination of peer and self-directed feedback (PSF) have better writing ability than the high profi- cient students who are not trained with this treatment. Employing a quasi-experimental research, this study involved two groups of 28 students given a writing test. The results pointed out that the stu- dents who were trained with the combination of PSF had better writing ability than the students who were not trained with the combination of PSF. Teachers are suggested to provide the combination of PSF to high proficient students. Further investigation involving moderate and low proficiency levels is suggested.