Document Type : Original Article
Author
Arabic literature, Foreign Language, Isfahan, Iran
Abstract
What makes Iranian students suffer from writing in Arabic is that experiences do not active their prior knowledge, and do not prove their new knowledge. Doing the experience does not active and does not prove unless it follows feedbacks that are given by teacher, classmate, and learner on his\her own. This paper has focus on the second type explaining that peers greatly influence each other, and it makes many opportunities to remember their prior knowledge to identify their classmates’ errors, correct, and explain. It is based on peer feedback which affects reduction of Iranian students’ writing errors; therefore, 23 B.M female students were selected in Arabic Literature & Language in Isfahan University during online second semester 2021-2022 for writing (2) as an available sample based on descriptive-analytic and quasi-experience method. Pre-test was conducted in the form of writing a short text before the first session and post-test was conducted in the form of writing a short story on a chosen picture for every one after the last session. The Pre-test showed that the female student used to make mistakes in the correct writing of Alhamze, adjective + noun and noun + noun phrases, and the conjugation. Every session, some of homework were presented in front of everybody to identify errors and explain them as a class activity, in addition to studying the example made by classmate of new structure when it was teaching. Finally, the post-test showed that the focus on encouraging female students to correct their classmates’ false words and structures leads to reduce linguistic errors in their writing speech as well.
Keywords
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