Résumé:
The current study aims at examining the impact of peer-assessment in enhancing students’
writing proficiency in the Department of English, university of Guelma. Students of English
as a foreign language are facing a variety of problems that make their writing not proficient.
Thus, in order to test our hypothesis which suggests the probability of enhancing the writing
proficiency through using peer-assessment technique a descriptive method has been
conducted, in which two questionnaires were administered. The first one has been provided to
a sample group(60) of third year LMD students who were assigned randomly, whereas; the
other sample was addressed to(15) English teachers of written expression from the English
Department at Guelma university. The main aim of these questionnaires was to gather
significant information about the importance of peer-assessment in enhancing the writing
proficiency in EFL classrooms. The gathered data have shown that peer-assessment is an
effective technique which increases students’ writing proficiency, also this technique of PA
help teachers to monitor and support their students learning in general and writing in
particular. Consequently, the results of the questionnaires have confirmed the research
hypothesis. In the light of the results, students need to be assessed by their peers in order to
enhance their writing proficiency.
