Social network analysis of peer correction for EFL writing proficiency

This study investigated the efficacy of peer correction in an English as a Foreign Language (EFL) environment in Jordan, applying Social Network Theory (SNT) as a framework. Employing a quasi-experimental pre- and post-test design with thematic analysis of semi-structured interviews and Social Network Analysis (SNA) techniques, sixty secondary school students were divided into an experimental group using peer correction networks and a control group. ANCOVA showed significant differences favoring the experimental group on the post-test, particularly in spelling and punctuation skills, derived from discrete-item tests. Quantitative analysis indicated student challenges stemming from knowledge gaps and educational issues, but qualitative analysis highlighted participants’ recognition of peer correction’s benefits for improving sentence quality and conceptual understanding. However, social dynamics revealed jealousy and discontent arising when more skilled peers corrected others' work. The study suggests that optimizing social network structures and fostering perceived support could enhance collaboration and learning outcomes.