AMBO UNIVERSITY

COLLEGES OF SOCIAL SCIENCES AND HUMANITIES

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

ASSESSING FACTORS AFFECTING STUDENTS’ SENTENCE

WRITING IN CASE OF GRADE 8TH, SECTION 8 “A” and 8 “C” AT
LEMI KURA SUB-CITY, ARABSA PRIMARY SCHOOL,
ADDIS ABABA

BY: CHIMDESSA HAILU GELETTA

ADVISOR: ALEMAYEHU WEDAJO KELBESSA (MBA)

MAY, 2022

AMBO, OROMIA, ETHIOPIA

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Advisor Approval Sheet
This is to certify that the research proposal entitled “Assessing Factors Affecting Students’
Sentence Writing where the case of Primary school” Submitted in partial fulfillment of the
requirements for the degree of BA in English Language. The under graduate program of the
Department of English Language and Literature and has been carried out by Chimdessa Hailu
Geleta with ID No: BSS /0470/09 under my supervision. Therefore, I recommend that the
student research proposal has fulfilled the requirements and hence hereby can continue his
research paper.

_______________________________ ______________ ______________________

Name of Advisor Signature Date

i
Contents Pages
Advisor Approval Sheet..............................................................................................................i

List of Acronyms......................................................................................................................iv

CHAPTER ONE........................................................................................................................1

1. INTRODUCTION..................................................................................................................1

1.1 Background of the Study..................................................................................................1

1.2 Statement of the problem.................................................................................................2

1.3. Objective of the Study.....................................................................................................3

1.3.1. Specific Objectives...................................................................................................3

1.4. Research Questions.........................................................................................................3

1.5 Significance of the study..................................................................................................3

1.6 Scope of the Study...........................................................................................................4

1.7 Limitations.......................................................................................................................4

1.8. Organization of the paper................................................................................................4

CHAPTER-TWO.......................................................................................................................5

2. REVIEW OF THE RELATED LITERATURE....................................................................5

2.1 Writing.............................................................................................................................5

2.2 Perception of Students’ towards Practice in Learning of Writing Skills.........................5

2.3 Factors Affecting Student’s Performances in Writing.....................................................5

2.3.1 Factors Enhancing Students’ Performances in Writing............................................6

2.4 Factors Hindering Students’ Performance in Writing......................................................7

2.4.1 Challenges of Teaching Practical Competence in EFL Setting................................7

CHAPTER THREE....................................................................................................................9

3. RESEARCH METHODOLOGY INTRODUCTION............................................................9

3.1. Research Design..............................................................................................................9

3.2. Subjects and their Sampling............................................................................................9

ii
 3.3. Data Collection Instruments..........................................................................................10

3.3.1 Students’ Questionnaire..........................................................................................10

3.3.2. Student’s Interview................................................................................................10

3. 3.3. Teachers’ Interview...............................................................................................11

3.4. Document Review.........................................................................................................11

CHAPTER FOUR....................................................................................................................12

4. TIME PLAN AND BUDJET BREAKDOWN....................................................................12

4.1. Time Plan......................................................................................................................12

4.2. Budget Breakdown........................................................................................................14

APPENDIXES.........................................................................................................................15

REFERENCES.........................................................................................................................18

iii
List of Acronyms

AUC Alpha University College

MoE Ministry of Education

TV Television

EFL English as a Foreign Language

iv
 CHAPTER ONE

1. INTRODUCTION
1.1 Background of the Study
English is the most widely used international language. It has a variety of important
functions. First of all English has an important role in education. It is taught in the schools of
virtually every country in the world and , for a variety of reasons, many countries have
adopted English as the medium of instruction in their school and universities even when
English is foreign language (Brown, 2012). Large numbers of good quality education
textbooks are published in English providing up-to-date information on every topic. Most
scientific research works are published in English. In the world as whole English is the
dominant language of the media (newspapers, magazine radio TV and the internet) and more
books are printed in English than in any other language. English is the most used language of
diplomacy and at international conferences. It is widely used for international business and
banking transactions and is the main language of advertising. English is the main language of
the international tourism industry and is the official language of the world’s airlines. Out of
the entire world’s computerized data, 80 % is stored in English. Three-quarters of the world’s
mail is written in English. Finally, English is the most used language of entertainment,
including pop-music, and in international sport (AUC, 2006).

Writing skill is one of the productive language skills that might be a complex problem for all
teachers and students, since there are several aspects that should be gained. According to
Ahmed, (2010), the writing skill is a complex skill and sometimes difficult to be learned, the
learners should require not only mastery grammar but also sharing the information and
writing elements. In addition, Alamrew, (2005)) explain that “writing is the most difficult
skill for learners to master”. The difficulty is not only in generating and organizing ideas,
but also in translation the ideas into readable text. In short, writing seems hard to be
implemented because of some considerations.

The study of language learning and how one is successful at the task of obtaining excellent in
English sentence writing is the question for all but most complex for second language
learners as different experts of language agree on it. But r it requires a lot of training in
sentence writing. Like all learning problems, difficulties in producing a good piece of writing
can be devastating to the learner’s education, self-esteem, self-confidence, and motivation to
write. Many researchers (Brown & Hood) agreed that writing is the most complex and
difficult skill. This difficulty lays not only generating and organizing ideas in to readable
text.
Hence the research wants to know the factors affecting students’ sentence writing and what
hinders student’s to write correctly especially among students of Arabsa primary school
grade 8th students.

1.2 Statement of the problem

Writing is one of the most important skills for students learning English for academic
purposes to develop, and yet for a range of reasons, especially large class sizes, which
prevent teachers from setting and marking writing skills, and the reluctance of teachers to
give students the freedom to express themselves in writing, the overall intellectual and
academic progress of many students is slowed down (Freedman, 2011). In this, therefore, we
shall investigate teachers’ and students’ perceptions of students’ performances in writing
skills at elementary school and grade seven in particular.

There are many factors affects students’ capabilities in sentence writing. Since writing is
such prominent part of the English language, the teacher is obliged to possess knowledge of
how to improve students’ skills in an efficient way. The question is how to use this
knowledge when the teacher is supposed to compose different methods for lessons, evaluate
the exercises and give proper feedback to the students. Alexander, (2008) agreed that there is
no one answers to the question of how to teach writing in English classes. This may be due to
the fact that writing is a process of exploring once thought and learning from the act of
writing itself.

The purpose of this study, thus, is to assessing factors affect in students’ sentence writing in
case of grade 8th, at lemi kura primary school about students’ sentence writing skill at two
primary school (lemi kura primary school Grade 8th A and 8th C). The study is guided by the
following general and specific research questions.

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1.3. Objective of the Study
General objective of the study will be the implementation of assessing factors affecting grade
8th A and C students' sentence writing skill.

1.3.1. Specific Objectives

 To identify the factors that affect students’ writing performance in sentences.
 To investigate how teachers implement the writing activities
 To examine the students’ strategies to minimizing their writing error.
 To identify the factors hindering or enhancing students’ performance in writing skills.

1.4. Research Questions

1. To what extent of learner uses writing activities to implement during writing exercise?
2. How teachers implement the writing activities?
3. What perceptions do students have about their own performances in writing skills?
4. What factors do hinder or enhance students’ performance of writing skills?

1.5 Significance of the study

The New Educational and Training Policy give special attention to primary school education.
This is because primary school education is the place where students prepare themselves for
high school.
In the primary school, grade 8 prepares students for various training programs and due
attention is given to the English language at this level of education. The English language
syllabus for grade 8 provides continued practice in the four major language skills and basic
study skills so that students could develop their ability to communicate effectively in English
at school, and in everyday situations (MoE, 2001). It has been stated that by the end of Grade
8, students will be able to; listen to and respond to specific information, use English
effectively to ask questions and discuss topics during the English lessons and in other subject
lessons, use English for social interactions, read a wide range of English texts for information
and enjoyment, write compositions on a range of topics, and complete given note and
summarize outlines and prepare for high school to learn all subjects in English language for
this reason practice writing skill very important because at grade 9 (nine) students may
writing by listening when teachers giving lectures.

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1.6 Scope of the Study
The study is delimited to grade 8 students and their student’s sentence writing skill in Lemi
kura primary school in Addis Ababa in 2014 academic year. In terms of variables it is
confined to views of students’ regarding sentence writing skill performances.

1.7 Limitations
In the process of conducting this study, the researcher faced some difficulties. The first one
is the absence of personal computer and basic skill on it. Finance may the other challenge he
faced during the write up process. Thirdly, time constraint and is a serious problem of
negative influence on the work.

1.8. Organization of the paper

The research paper has been organized in to five chapters. The first chapter is introduction
that consists of background of the research, statement of the problem, objectives of the study,
significance, Scope of the Study, limitations and organization of the paper. The second is
literature review. The third is dealing with the research methodology. The fourth covers the
results, discussion and interpretation of the study and the last fifth chapter is about
conclusions and recommendations while references and appendices are included in the last
part of the document.

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 CHAPTER-TWO

2. REVIEW OF THE RELATED LITERATURE

2.1 Writing
For (Abdulbin, 2015), 'writing' involves indoctrination of a message written through a
sequence of sentences ordered together in certain ways, and it requires some conscious
mental effort including making notes, drafting, and revising. Moreover, (Abdul, 2015) define
'writing' as "a form of problem-solving which involves such process as generating ideas,
discovering a voice with which to write, planning, goal setting, monitoring and evaluating
what is going to be written, and searching with language with which to express exact
meanings". Therefore, 'writing' can be as a thinking process which involves generating ideas,
composing these ideas in sentences and paragraphs, and finally revising the ideas and
paragraphs composed. Good writing also requires knowledge of grammatical rules, lexical
devices, and logical ties.

2.2 Perception of Students’ towards Practice in Learning of Writing Skills

Students usually bring their assumptions and beliefs about what a writing course should offer
them and in what way. When taking an academic writing course, students’ main purpose is to
learn to write effectively within their particular discipline and to succeed in their academic
studies. Hence, students’ needs, perceptions and present writing proficiency levels should be
sought first in order to offer them the required assistance. Research on students' perceptions
and beliefs has revealed that knowing students’ perceptions and beliefs can play a crucial role
in developing the right program to meet their needs. Montgomery & Baker (2007) found that
Iranian students were aware of their needs as they indicated that they were very much
interested in improving their general language proficiency to succeed in their learning. Based
on Perceptions of Teachers’ and Students’ towards practice in Teaching and Learning of
Writing Skills, teachers teaching style and students learning preferences have positive effect
on students’ performance.

2.3 Factors Affecting Student’s Performances in Writing

To facilitate effective communication through writing, it looks important to understand
various factors that enhance or hinder the teaching and learning of writing skill. One of the
factors is teachers and students’ perceptions about students’ learning of writing skill.

5
Perception refers to the sorting out, interpretation, analysis and integration of stimuli
involving our sense organs and brain. Our perception shapes our belief system and
determines our practice. It follows that teachers’ beliefs influence their judgments and
practices, thereby determine how they behave in the classroom (Harb & El-Shaarawi, 2006).

2.3.1 Factors Enhancing Students’ Performances in Writing

The ultimate purpose of feedback is to enhance students’ performance. For tasks concerning
factual knowledge, feedback can directly improve performance through stating the correct
answer. With more complex knowledge or skills such as writing, feedback is supposed to
improve performance through its effect on motivation and/or strategy use. The student needs
to be motivated and should learn how to approach the task and regulate the process. Just
giving a correct answer will not lead to improvement of future performance. As such,
feedback is as important for the “will and skill” to achieve as for the eventual achievement
(Hedgcock & Lefkowitz, 1994).

Literacy and Numeracy Secretariat (2010) have argued that the effect of feedback on
performance depends on the processes at which it directs attention. Central to their Feedback
Intervention Theory (FIT) are three hierarchically organized control levels: meta-task
processes, task-motivation processes, and task-learning processes. Meta-task processes
involve the self and are at the top of the hierarchy. Task-motivation processes involve the
focal task and are located in the middle of the hierarchy. Task-learning processes involve the
task details and are at the bottom of the hierarchy. Higher-level processes can influence
lower-level processes. Meta task processes have the potential to affect task processes through
linking higher order goals (e.g., investing in my career) to the task (e.g., writing a paper for
this course). Taskmotivation processes will activate task-learning processes (e.g., checking
and reformulating sentences) when performance is insufficient, additional effort offers no
solution and the preferred strategy is to change behavior (rather than changing the goal or the
standard).
According to FIT, negative discrepancies between the performance and the standard will
generally direct attention to task-motivation processes, leading to more effort. When does not
reduce the discrepancy, attention might shift to components of task execution (tasklearning
processes) resulting in alternative attempts to execute the task, or attention might shift away

6
from the task to issues involving the self, such as self-esteem and impression management
(meta-task processes). In general, feedback cues that direct attention to taskmotivation
processes or task-learning processes coupled with corrective information on erroneous ideas
or hypotheses are assumed to enhance feedback effects on performance. Feedback cues that
direct attention to meta-task processes are supposed to reduce the effect of feedback on
performance, because they divert attention from the task. More positive effects of feedback
on performance are expected for tasks that require fewer cognitive resources, because when
performance is heavily dependent on cognitive resources, extra motivation does not per
definition translate into better performance.

Motivation is an essential element of successful language acquisition and is a dynamic

process subject to continuous flux. Montgomery & Baker, (2007) suggest that each
individual L2 learner’s motivation is influenced by both external factors related to the socio-
cultural and contextual background of the learner and internal factors related to the individual
learner. Internal factors include the learners’ attitudes towards the activity, its intrinsic
interest, and the perceived relevance and value of the activity.

Motivation is also influenced by learners’ sense of agency and feelings of mastery and
control over the learning activity and their interest in it. According to Noels (2001:54), three
psychological needs have to be met in order to enhance motivation: ‘‘(1) a sense of
competency achieved through seeking out and overcoming challenges; (2) autonomy; (3)
relatedness being connected to an esteemed by others belonging to a larger social whole’’. To
increase intrinsic ESL motivation, Old father and West (1999:16-17) argue that ‘‘a sense of
self-worth’’ and ‘‘self-determination’’ are essential, and learners need to be given ‘‘ample
opportunities for social interaction and self-expression’’. Richards (1993) also mentions
‘‘personal causation,’’ ‘‘interest,’’ and ‘‘enjoyment’’ as indispensable factors.

2.4 Factors Hindering Students’ Performance in Writing

2.4.1 Challenges of Teaching Practical Competence in EFL Setting

In foreign language context teachers are native and non-native speakers of English language
and they need to be well-prepared for teaching the pragmatic aspect of knowledge of
language. In addition to this fact there are no sufficient, or no course, is offered to teachers
7
either during pre-service or in-service education programs in the area of pragmatics. This
situation is what calls as ‘paucity of pragmatic courses in both pre-service teacher education
programs and in-service professional development’. If the student teachers or those teachers
that are handling the teaching of English language are provided with the pragmatic courses,
‘they can help their students see the language in context, raise consciousness of the role of
pragmatics, and explain the function pragmatics plays in specific communicative event’
Montgomery & Baker, (2007).

The second pillar in developing the pragmatic competence of learners is ELT material.
Language teaching materials need to frequently include pragmatic materials so as to help
learners develop pragmatic competence, because teachers in EFL settings, where there are
relatively few opportunities for students to use the language in communicative contexts’, will
make use of textbooks as the major source of pragmatic knowledge. However, the attempt of
including very few mini-dialogues for certain speech acts and that are contrived and de-
contextualized does not help the learners develop their pragmatic competence or does not
represent the reality outside the classroom. Let alone the external environment, ‘many
students do not know how to make polite requests in English in the classroom’ (Zahour. B.Y
& Fatima, 2015).

Teachers in most cases complain for the unmanageable class size. Large classes, limited
contact hours and little opportunity for intercultural communication are some of the features
of the EFL context that hinder pragmatic learning. Understanding teachers' perceptions and
beliefs is important because teachers, heavily involved in various teaching and learning
processes, are practitioners of educational principles and theories (Nyasimi, 2008). Teachers
have a primary role in determining what is needed or what would work best with their
students. Findings from research on teachers' perceptions and beliefs indicate that these
perceptions and beliefs not only have considerable influence on their instructional practices
and classroom behavior but also are related to their students' achievement. In most cases
teachers do not give attention to pragmatic/communicative functions in the classroom.
Mohammed (2015) gives the following three reasons for neglecting intercultural/pragmatic
competence in the language class.

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CHAPTER THREE

3. RESEARCH METHODOLOGY INTRODUCTION

The main purpose of this study as mentioned in chapter one is to Assessing Factors Affecting
Students’ Sentence Writing student’s performance in writing skill. This chapter describes the
research methods that will be employed to achieve the main objective of the study.
Therefore, discusses research design, participants/subjects and their sampling of data
collection instruments, data collection procedures, data analysis and interpretation and ethical
considerations will be used in the entire study.

3.1. Research Design

To undertake this study, descriptive research design applying both quantitative and
qualitative methods will be used. Descriptive research describes relationships that exist,
beliefs that are held, effects that are evident, or trends that are developing; it is non-
experimental because it deals with the relationships among non-manipulated variables
(Harris, 2002). Hence, in this research, the descriptive research design employed to make
intensive investigation on teachers’ and students’ perceptions of students’ performances on
writing skill.

3.2. Subjects and their Sampling

The populations of this study will be including grade 8 students primary school: At Lemi
Kura Sub City Arabsa Primary School.
Table 3.1 Proportion and numbers of students from grade 8A and 8C
Name of Grade 8A & 8C 20% of students English Language Number of
primary will be sample Teachers respondents
School size Teaching in will be
Grade 8 will be selected in
selected the school
8A 8C 8A 8C
Lemi M F T M F T M F M F M F T
Kura 36 22 58 38 25 63 7 4 8 5 2 1 3 24

Total 7 4 8 5 3 27

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Also, ten percent (20%) of the students of the specified grade at each school will be chosen
using simple random sampling for easy management of the study. Totally 24 students (11
students from grade 8A and from grade 8C thirteen (13) students were selected from both
classes to study the selected title of my research paper.

3.3. Data Collection Instruments

Student questionnaire and students interview will be employed to generate data from the
subjects. Each of them is elaborated next.

3.3.1 Students’ Questionnaire

This instrument will be asked information from students on their skill about their
performance in writing skills. It has open-ended items asking the students to rate their
agreement to different statements about students’ writing skill in sentence dealing with
feedback on their writing on five-points Liker Scale (1-Strongly disagree to 5-Strongly
agree).
The instruments also will be contained open-ended items to gather data on factors enhancing
or hindering students’ writing skills performance. Similar issues assessed in the teacher
questionnaire are addressed in this instrument. The use of similar items and variables in both
the teacher questionnaire and student questionnaire were used to check validity of research
findings and to compare the perceptions of the teachers and students about students’
performance in writing skill. To minimize the potential of misunderstanding, the
questionnaire will be translated into Afan Oromo from English language for students. The
last part of the questionnaire will be consisted of open-ended items which are prepared to let
students write freely what they felt and perceived about the student’s perceptions in writing
skills.

3.3.2. Student’s Interview

The purpose of the interview will be to gather information about students’ perceptions and
students’ performance in writing skills. In order to come up with reasonable explanation and
to enrich the study, un-structured interview will be conducted with 4 two from each class).
(Berg, 1989) notes that this type of interview is conducted in “a systematic and reliable order,
but it allows the interviewers to have sufficient freedom; that is, the interviewers are

10
permitted (in fact expected) to probe far beyond the answers to their prepared and
standardized questions”.

3. 3.3. Teachers’ Interview

The purpose of the interview will be to gather information about students’ performance in
writing skills in English. In order to come up with reasonable explanation and to improve the
study, un-structured interview will be conducted with 3 teachers. (Berg, 1989) notes that this
type of interview is conducted in “a systematic and consistent order, but it allows the
interviewers to have sufficient freedom; that is, the interviewers are permitted (in fact
expected) to probe far beyond the answers to their prepared and standardized questions”.
The teachers provided on the students’ performance in planning, practicing and offering
feedback on students’ writing because they well known or have information from day to day
activities.

3.4. Document Review

It is qualitative and it is a way of collecting data by reviewing existing documents. It will be
applied in this study to collect the relevant information from writing instructors who have
document of students’ task like assignment, quiz, test and final exam on writing course. The
document review will be used as a primary source for this study because the information
related to this study did not collect by someone.

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 CHAPTER FOUR

4. TIME PLAN AND BUDJET BREAKDOWN

4.1. Time Plan
The accomplishment of the study will be performed in the time frame of the following
schedules.
Activities

Aug

Aug
No

Ma

Ma
No

Ap
Oc

De

Jul
Jul

Se

Fe

Ju
Ja
1 Problem identification & title x
selection
2 Introduction and literature review x x X
part writing
3 Methodology writing x x x
4 Proposal submission for check up X
to Adviser
5 Making correct the given comments x x
6 Data collection x
7 Analysis x
8 Report writing x x
9 Submission of first draft paper x
10 Making correct the given comments x

defense Based on department schedule

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 4.2. Budget Breakdown

The initial estimated budget to execute the research is tabulated below

No Items Unit Quantit Unit Total price

y price Birr Cents
1 Secretary expense Piece 100 4 400 00
2 A4 paper Ream 1 250 250 00

3 Pen Piece 1 15 15 00

4 Telephone expense Card 3 25 75 00

5 Printing questionnaires Piece 100 2 200 00

6 Printing research report Piece 150 2 300 00

7 Binding Ream 3 25 75 00

8 Internet expense Hr. 120 0.25/ 1800 00

9 CD-Re writable Piece 1 min

50 50 00

10 Notes book Piece 2 30 60 00

11 Bag Piece 1 400 400 00
12 Data collection cost Price - - 500 00
13 Transportation 2000+ - - 500 00
14 Total 4625 00
 APPENDIXES
APPENDIX: A Students’ Questionnaire
Dear student, the purpose of this questionnaire is to collect data on your writing skills. It is to
gather necessary data for my research conducted for the fulfillment of BA in Teaching
English as a foreign language at Ambo University. Your contribution is highly important for
the success of this study. You are kindly requested to give genuine answers to questions
included. I would like to assure you that the information you provide will be kept confidential
and used only for the research purpose. You don’t need to write your name.
Thank you in advance for your co-operation!
I. Personal Data Age------------------Sex-------------------Grade------------------------
Indicate the degree of your agreement to the following statements about your writing skill
performance by using the scales: Strongly disagree (SD), Disagree (D), Not decided (ND), Agree
(A), and strongly agree (SA). Please put “Tick” mark under the choice that corresponds to your
degree of agreement.
No Items Response  Tic before your answer
1 Lack of grammar skill SD
D
ND
A
SA

Total

2 Lack of wide reading habit SD

D
ND
A
SA
Total
3 The difficulty nature of writing SD
D
ND
A
SA
Total

4 Lack of interest SD
D
ND
A

15
 SA
Total
5 Lack of reference material related to SD
writing at library D
ND
A
SA
Total
6 Lack of deep understanding on the SD
given writing activities D
ND
A
SA
Total
7 Lack of smooth interaction between SD
writing instructors and students D
ND
A
SA
Total
8 Lack of background knowledge on SD
writing skill D
ND
A
SA
Total
9 Lack of knowledge on the vocabulary SD
D
ND
A
SA
Total
Total

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Open-Ended Questions for Teachers: Answer the Following Questions In Brief
1) Do you think that writing sentence is difficult for students? A) Yes B) No
________________________________________________________________________
________________________________________________________________________
2. If your answer for question number two is yes what is your reason for your response?
___________________________________________________________________________
___________________________________________________________________________
3) Do you think that writing is difficult for students? What is your reason for your response?
_____________________________________________________________________
_____________________________________________________________________
4) What are the factors you observe in your students writing?
_____________________________________________________________________
_____________________________________________________________________
5) Do you think that students have their own strategies to improve their writing skill?
_____________________________________________________________________
_____________________________________________________________________
5) What is your practice in giving feedback or comment for students writing?
_____________________________________________________________________
_____________________________________________________________________
6. How do you help your students develop their sentence writing skill?

Open Ended Questionnaire for Students

1. What should English language teachers do to help students develop their sentence writing
skills?
2. Do you think that writing sentence is difficult for you? If it is difficult for how can you
improve?
3. Do you have your own strategies to improve your English words and sentence writing
skill?
4. Your English teacher does he/she has plan to helping in writing English words and
sentences? If you agree how and when
5. If you have any additional ideas on this title factors that affect your writing performance
skills in sentence explain it briefly. ______________________

17
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Malaysian schools.
Ahmed, A. (2010). Students' problems with cohesion and coherence in EFL essay writing in
Egypt: Different perspectives. Literary Information and Computer
Education Journal, 1(4)
Alamrew G/Mariam (2005). A Study on the Perceptions of Writing Instructions and
Students’ Writing Performances of Students: PhD dissertation. Addis
Ababa: Addis Ababa University, Unpublished.
Alexander, M.Good writing leads to good testing. 2008, Retrieved from
Http://www.stickyminds.com/sitewide.aps.
Brown, K., & Hood, S. (1989).Writing matters: Writing skills and strategies for students of
English. Cambridge, UK: Cambridge University.
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Freedman, S.W. (2011).Peer response groups in the writing classroom: theoretic foundations
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Harb, N., & El-Shaarawi, A. (2006).Factors Affecting Students’ Performance Munich
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Montgomery, J., & Baker, W. (2007).Teacher-written feedback: Student perceptions, teacher
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Montgomery, J., & Baker, W. (2007).Teacher-written feedback: Student perceptions, teacher
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Language Writing, 16(2), 82–99.
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