CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Expository writing is a crucial aspect of academic writing, as it enables students to

communicate complex ideas, explain processes, and describe concepts (Common Core State

Standards Initiative, 2010). Senior secondary students, in particular, need to develop their

expository writing skills to succeed in their academic pursuits. Despite its importance, teaching

expository writing can be challenging. Students often struggle with organizing their ideas, using

transitional phrases, and providing supporting evidence (Hillocks, 1986). Moreover, teachers

may find it difficult to provide individualized feedback to students, given the large class sizes

and time constraints. Some of the difficulties students face in expository writing is inherent in the

writing process itself. For instance, students may have difficulties in the prewriting or planning

stage where the ability to organize ideas together is important. The organization of ideas is often

found to be a challenge for students. A lack of planning has been identified as a major

contributor to this problem. The ideas are not brainstormed or planned before starting to write,

which can lead to a disorganized and incoherent text. Another area of difficulty for students is

the use of transitional phrases is also a challenge for many students. A lack of vocabulary has

been noted as a significant issue. The transitional phrases are not known, which can make it

difficult to connect ideas and paragraphs.

Recent studies have highlighted the significant role of peer review strategies in enhancing

expository writing achievements among secondary school students in Nigeria. In 2020, Nnamani

and Akabogu conducted research in Igbo-Etiti Local Government Area, South-East Nigeria,

revealing that the reciprocal peer tutoring teaching approach significantly increased students’
interest in expository essay writing. Notably, their study found no significant difference in

interest levels between male and female students, suggesting the universal applicability of the

approach.

Similarly, in 2023, Bamidele and Ali conducted a study in Odigbo, Ondo State,

examining the effect of the Peer Review Technique (PRT) on students’ performance in English

essay writing. Their findings demonstrated that collaborative assessment among peers effectively

improved students' writing skills. Although research focusing specifically on SS2 students in

Bassa/Lani LGA, Jos, remains limited, the positive outcomes observed in other Nigerian regions

suggest that implementing peer review strategies in this area could yield similar benefits. The

peer review strategy is a collaborative learning approach where students evaluate each other’s

work and provide constructive feedback. This process helps students develop analytical skills,

improve writing structure, and enhance self-editing abilities. According to Topping (2018), peer

review fosters active engagement and improves comprehension in writing through structured

feedback mechanisms.

Furthermore, in the context of expository writing, which focuses on explaining,

describing, or informing, peer review allows students to refine their logical flow, coherence, and

clarity. Supporting this, Gielen et al. (2019) emphasized that peer review encourages students to

think critically about content and language use, which significantly improves their overall

writing abilities. One of the key advantages of peer review is that it enhances students’ writing

skills. Research by Alharbi (2020) revealed that students who actively engage in peer review

tend to develop better organization and coherence in their writing. By reviewing their peers'

work, students are exposed to diverse writing styles and perspectives, helping them refine their

own essays.
 Additionally, peer review promotes critical thinking. Liu & Carless (2019) argue that the

process of assessing and critiquing others' work leads to deeper learning and improved critical

thinking skills. By identifying errors and suggesting improvements, students develop a better

understanding of writing techniques, which enhances their ability to construct well-structured

expository essays. Another significant benefit of peer review is that it boosts students' confidence

and engagement. Kollar & Fischer (2021) found that students feel more confident in their writing

abilities after participating in peer review activities. The strategy creates a collaborative

classroom environment that reduces writing anxiety, making students more receptive to feedback

and revision.

Moreover, peer review fosters independent learning by shifting the responsibility of

assessment and improvement from teachers to students. According to Sampson & Blanchard

(2022), this process promotes self-regulation, accountability, and autonomous learning, skills

that are essential for academic success. Beyond individual benefits, peer review also enhances

collaboration and communication skills. The process requires students to effectively express their

thoughts, both in writing and orally, as they provide feedback to their peers. Eze & Chukwu

(2022) found that students who engaged in peer review developed strong communication and

teamwork skills, which are valuable in academic and professional settings.

Furthermore, peer review exposes students to multiple perspectives on writing. Unlike

teacher-centered feedback, which offers a single viewpoint, peer review provides students with

diverse insights and varied approaches to writing. Usman & Bello (2024) noted that when

students read their peers' work, they learn different ways to structure arguments, express ideas,

and organize content, leading to more dynamic and well-rounded writing. Finally, peer review

prepares students for real-world writing. In both academic and professional environments,
writing often involves peer evaluation, editing, and revision. By practicing these skills early on,

students are better equipped for higher education and the workplace. Adeyemi (2021)

emphasized that students who regularly engage in peer review develop a growth mindset, which

helps them improve their writing over time and adapt to different writing demands.

In Nigeria, peer review strategies have been increasingly recognized for their

effectiveness in improving students' academic performance. Adebayo & Ojo (2023) conducted a

study in Oyo State, demonstrating that students who engaged in structured peer reviews

exhibited higher achievement in expository writing compared to those who relied solely on

teacher feedback. Similarly, Eze & Chukwu (2022), in their study of Abia State secondary

schools, found that peer review not only improved writing skills but also fostered a sense of

responsibility among students. Their findings align with international studies, which emphasize

the positive impact of peer learning in writing education.

However, despite these benefits, implementing peer review in Nigerian secondary schools is not

without challenges. One major obstacle is the lack of proper training for students on how to give

constructive feedback. To address this, Adeyemi (2021) suggests that teachers should provide

guidelines and rubrics to help students conduct effective peer assessments. Additionally, some

students resist peer review, preferring teacher evaluations. This challenge can be mitigated by

encouraging a growth mindset and emphasizing the benefits of collaborative learning, as

recommended by Ogunleye (2023).

Furthermore, time constraints in covering the syllabus may make it difficult to

incorporate peer review sessions into the curriculum. A practical solution, as proposed by Usman

& Bello (2024), is to integrate peer review into regular writing activities, ensuring that it
complements rather than competes with instructional time. The peer review strategy has been

proven to enhance expository writing achievement among SS2 students. By providing structured

feedback, promoting critical thinking, and fostering independent learning, peer review equips

students with essential writing skills. Although challenges exist in its implementation, strategic

solutions can ensure its success in Bassa/Lani LGA, Jos, and beyond. Given the strong evidence

supporting its effectiveness, educators should actively incorporate peer review into writing

instruction to help students develop the skills necessary for academic and professional success. It

is important to provide supporting evidence in a crucial aspect of expository writing. However,

many students struggle to provide relevant and sufficient evidence to support their claims. A lack

of research skills has been identified as a major contributor to this problem.

Peer assessment, a process where students evaluate and provide feedback on their peers'

work, has become an essential component of modern education. In fact, research has shown that

peer assessment can promote deeper learning, improve academic achievement, and enhance

students' critical thinking and communication skills (Li et al., 2019). Moreover, peer assessment

can be categorized into different types, including formative and summative assessment. On the

one hand, formative peer assessment focuses on providing feedback to improve student learning

during the learning process. As Nicol et al. (2014) noted, "Formative assessment is essential for

promoting student learning and understanding." In addition, formative peer assessment can help

students develop critical thinking and problem-solving skills. On the other hand, summative peer

assessment evaluates student learning at the end of a lesson, unit, or course. According to Kim et

al. (2020), "Summative peer assessment can promote student accountability and motivation."

Furthermore, summative peer assessment can help students reflect on their learning and identify

areas for improvement.

 In terms of benefits, peer assessment can improve critical thinking and problem-solving

skills, enhance communication and collaboration skills, and increase student engagement and

motivation. For instance, Boud and Molloy (2013) stated that peer assessment can promote

students' critical thinking and problem-solving skills. Similarly, Hmelo-Silver (2018) noted that

peer assessment can foster communication and collaboration among students. However, peer

assessment also poses several challenges. Firstly, reliability and validity concerns may arise, as

peer assessment can be subjective. As Braun (2017) noted, "Peer assessment can be influenced

by various biases and factors." Secondly, student resistance and lack of motivation can hinder the

effectiveness of peer assessment. According to Kim et al. (2020), "Student resistance and lack of

motivation can hinder the effectiveness of peer assessment." Finally, technical issues and

logistical challenges can also arise when implementing peer assessment, especially in online

learning environments. As Liu et al. (2022) noted, "Technical issues and logistical challenges

can hinder the implementation of peer assessment." Nevertheless, with careful planning and

implementation, peer assessment can be a valuable tool for promoting student learning and

achievement.

1.2 Statement of the Problem

That notwithstanding, it was

revealed that students exhibit low
interest in
expository essay probably because
of its complex structure. The
traditional teaching approach that is
being used
in teaching expository essay has
been criticized for not fostering
writing creativity among the
students
considering the structure of expository
essay writing topic
That notwithstanding, it was
revealed that students exhibit low
interest in
expository essay probably because
of its complex structure. The
traditional teaching approach that is
being used
in teaching expository essay has
been criticized for not fostering
writing creativity among the
students
considering the structure of expository
essay writing topic
That notwithstanding, it was
revealed that students exhibit low
interest in
expository essay probably because
of its complex structure. The
traditional teaching approach that is
being used
in teaching expository essay has
been criticized for not fostering
writing creativity among the
students
considering the structure of expository
essay writing topics
That notwithstanding, it was
revealed that students exhibit low
interest in
expository essay probably because
of its complex structure. The
traditional teaching approach that is
being used
in teaching expository essay has
been criticized for not fostering
writing creativity among the
students
considering the structure of expository
essay writing topics
That notwithstanding, it was
revealed that students exhibit low
interest in
expository essay probably because
of its complex structure. The
traditional teaching approach that is
being used
in teaching expository essay has
been criticized for not fostering
writing creativity among the
students
considering the structure of expository
essay writing topics
One reason why students exhibit low interest in expository essay probably may be as a

result of its complex structure. Traditional teaching approach in teaching expository essay has

been criticized for not fostering writing creativity among the ss2 students considering the

structure of expository essay writing topics. Also, the viewpoint of writing has been that writing

is producing; involving transmission of the writer's message and making it clears for others.

Accordingly, the teaching of writing has emphasized writing product as against writing process.

Writing itself has almost always been served as an evaluative purpose, causing high writing

apprehension for most student writers. This has been heightened by the fact that feedback on

students' writing is basically evaluative in nature and teacher-based. As a result, there have been

some problems in writing both in quality and quantity as well as writing attitudes of most

students: they lack especially their own ideas in writing. Instructors teach expository writing in

the light of a pre-determined set of rules to be followed when writing paragraphs or essays.

Besides, the emphasis of evaluation throughout is on whether students use correct forms and
avoid errors of mechanics (e.g. spelling, punctuation and capitalization) or grammar, rather than

on content, organization and cohesion. This has contributed to students' feeling of apprehension

when involved in writing tasks generally or when asked to submit assignments in written form.

This can be best understood if we understand that exams in all subjects require students to write

lengthy essays or passages, something that adds to the huge responsibility of the English as a

Foreign Language writing instructors who, in turn, exercise more pressure on students to produce

correct writing compositions. All these factors make writing a highly challenging and demanding

skill and create within students negative affective attitudes towards writing. The purpose of this

study is to assess the effect of using peer review on the achievements of senior secondary schools

in expository writing in B/Ladi LGA of plateau state on prospective EFL teachers' writing

apprehension and essay writing ability.

1.3 Aim and objectives of the Study

The aim of the study is to investigate the Effects of Peer Review Stategy on Expository Writing

Achievement of SSS2 Students in B/Ladi LGA of Plateau state

The specific objectives are to:

1. Examine the effects of peer review on the organization and coherence of senior secondary

students' expository writing.

2. Investigate the impact of peer review strategy on the use of transitional phrases and supporting

evidence in senior secondary students' expository writing.

3. Determine the effects of peer review strategy on senior secondary students' attitudes towards

writing.

4. Identify the challenges and benefits of implementing peer review strategy in the senior

secondary English language classroom.

1.4 Research Questions

This study seeks to find answers to the following research questions:

1. What are the effects of peer review on the organization and coherence of senior secondary

students' expository writing?

2. What is the impact of peer review strategy on the use of transitional phrases and supporting

evidence in senior secondary students' expository writing?

3. What is the effect of peer review strategy on senior secondary students' attitudes towards

writing?

4. What are the challenges and benefits of implementing peer review strategy in the senior

secondary English language classroom?

1.5 Hypothesis

The following hypotheses will be tested at 0.05 level of significance.

1. Hypothesis (H0): There is no significant difference in the organization and coherence of

expository writing between senior secondary students who were taught using receive peer review

strategy and those who do not.

2. There is no significant impact of peer review strategy on the use of transitional phrases and

supporting evidence in senior secondary students' expository writing.

3. There is no significant effect of peer review strategy on senior secondary students' attitudes

towards writing.

4. There are no challenges and benefits of implementing peer review strategy in the senior

secondary English language classroom.

1.6 Significance of the Study

 This study will hopefully benefit the following people; Educators by providing insights into

effective teaching, strategies for writing, students by identifying methods that enhance writing skills,

policymakers by informing decisions on peer review strategy curricula and researchers by contributing to

knowledge. To the students, the findings of the study will help to understand the importance peer review

strategy as well as help then in their written communication especially during academic writing. They

will also be exposed varying skills in peer review strategy. Similarly, teachers will hopefully find the

study beneficial as they would be exposed to more effective methods of teaching writing skills that is

learner-centred and allows students active participation, thereby reducing cramming of the rules of

grammar and over-dependence on the teacher. It will be of great benefit to the teachers as it provides

them with feedback on students' performance in language learning.

To the curriculum planners, the study will open a door to the introduction of peer review as a

course in secondary school and university curricula. The study will hopefully serve as a basis for making

informed decisions for the progress of education generally. The Ministry of Education stands to benefit

from the findings of this work as it is hoped that it will provide them recent and relevant information that

would serve as the basis for academic interaction improvement. Furthermore, it is hoped that the study

will contribute to the body of knowledge, and likely serve as a useful tool to other researchers.

1.7 Theoretical Framework

This study is grounded in the Social Constructivist Theory of learning, primarily based on

the work of Vygotsky (1978). Vygotsky emphasized the importance of social interaction in

learning, proposing that knowledge is constructed through collaborative activities. Peer review,

as a collaborative learning strategy, provides an opportunity for students to engage in dialogue,

critique, and provide feedback, thus reinforcing the process of internalizing writing skills and

strategies. Vygotsky's concept of the Zone of Proximal Development (ZPD) further supports the

peer review approach, where learners can improve their writing through guided interaction with
peers who are at a slightly higher level of understanding. This enables them to progress beyond

their current capabilities with assistance from their peers.

Additionally, Process Writing Theory (Grabe & Kaplan, 1996) serves as another relevant

framework for understanding how peer review contributes to writing improvement. Process

writing emphasizes writing as a recursive activity, where drafting, feedback, and revision are

central to producing well-organized and coherent texts. Peer review fits naturally into this model

by offering opportunities for students to receive constructive feedback during the writing

process, allowing them to revise and improve their work. Furthermore, Cognitive Development

Theory by Piaget (1972) can be linked to peer review strategy, as students are encouraged to

engage in critical thinking and reflection. Peer review promotes metacognition, helping students

become aware of their own writing processes, identify areas of improvement, and understand

how their peers approach similar writing tasks.

1.8 SCOPE OF THE STUDY

The scope of this study is limited to peer review strategy on expository writing skills

among Senior Secondary School 2 (SS2) students Barkin Ladi Local Government Area, Plateau

State. The study is geographically restricted to Barkin LAdi Jos, providing insights into how

these teaching approaches affect students in this specific educational context. The population of

the study consists of SS2 students, as they are at an advanced stage of secondary education

where expository writing proficiency is crucial for academic success and preparation for external

examinations.

The instructional methods under investigation include effects of peer review strategy on

expository writing, idea generation, sentence construction, paragraphing, editing, cohesion,

coherence, and whole essay writing. These strategies are often self-paced and allow students to

practice outside the traditional classroom environment. On the other hand, direct teaching is a

more traditional, teacher-centered approach where instructors directly guide students in

developing writing skills through classroom interaction. This method involves structured lessons,

immediate feedback, and practice sessions focused on idea generation, coherence, and sentence

construction.

The study specifically focuses on effects of peer review strategy on expository writing

skills, assessing how these instructional strategies impact students’ idea generation, coherence,

confidence, and ability to engage in meaningful writings. It does not explore other aspects of

English language learning, such as reading, speaking, or listening, except where these skills

contribute to writing competence. The time frame for the study covers a defined academic term

or school session, during which data will be collected to evaluate the improvement in students’

written English skills under each writing strategy. Finally, SS2 students are those in their second

year of senior secondary education typically aged 15 to 17, making them an appropriate group

for the study due to their readiness for advanced language learning. Barkin Ladi Local

Government Area is a culturally diverse region in Plateau State, where English plays a vital role

as a unifying language.

1.9 Operational Definition of Terms

1.9.1 Expository Writing: A form of writing that explains, describes, or informs readers about a

specific topic. The purpose of expository writing is to present facts, explain processes, or clarify
concepts in a clear and structured manner. It typically includes an introduction, body paragraphs

with supporting evidence, and a conclusion.

1.9.2 Peer Review Strategy: A collaborative learning technique where students assess and

provide feedback on each other's work. In the context of expository writing, peer review involves

students evaluating the organization, coherence, grammar, use of transitional phrases, supporting

evidence, and overall clarity of their peers' written compositions.

1.9.3 Senior Secondary Students (SS2): Refers to students in the second year of Senior

Secondary School (SS2), typically around the ages of 16 to 17. These students are preparing for

important examinations and are at an advanced stage of secondary education, where proficiency

in writing skills, especially in subjects like English, is crucial for academic success.

Achievement: This refers to the level of success or proficiency that a student attains in learning

based on set goals.

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