Education Quarterly Reviews

ISSN 2621-5799

Published: 12 March 2020

The Influence of Peer Interaction on Students’ Mastery of Writing

Nancy R. Nabiryo, Samuel Sekiziyivu

Makerere University, Uganda

pdf download

Download Full-Text Pdf


Pages: 81-92

Keywords: Peer interaction, Students’, Writing


Writing is one of the four skills of language which helps in releasing strong emotions, clarifying information, stimulating memory and demonstrating mastery of content. One of the ways through which students do master writing content is peer interaction. Despite the importance of writing, employers still complain that school leavers do not know how to write, implying that either they were not taught writing or that the classroom environment, of which peer interaction is part, was not adequate enough to prepare learners for the kind of writing that they will do after school. In this paper, we explored the influence of peer interaction on writing mastery. Using interviews, focus group discussions and observation, we collected data from three secondary schools in Uganda. Our findings portrayed that peer interaction supports the mastery of different processes of writing; however, there was little interaction in class because some of the teachers and students were against it for various reasons. Therefore, there is a need for teachers and students to be trained on how to maximise the benefits of peer interaction to enable students' mastery of writing.


  1. Adolescent Learner Characteristics MS Phase 1/Core Team Training Summer 2007 retrieved from http://www.montgomeryschoolsmd-org/uploadedfiles/schools/redlandms/staff/...
  2. Bell-Nolan, M. E (2015). Writing is worth the challenges: A qualitative study of Teacher’s beliefs, experiences and core tensions within writing instruction across the curriculum in an urban high school. A dissertation submitted to the Kent University College and Graduate school in partial fulfillment of the Degree of Doctor of Philosophy.
  3. Berridge, E. (2009). Peer interaction and writing development in a Social Studies high school classroom. A PhD dissertation retrieved from
  4. Bueno-Alastuey, M.C and Larumbe, P. M. (2017). Collaborative writing in the EFL secondary education classroom: comparing triad, pair and individual work. Huarte de San Juan, Filogia Y Didactia de la Langua
  5. Cakmak, F. (2017). A case study on teacher practice of genre-based writing and classroom interaction patterns at an advanced level. The Literacy Trek. 3 (2)
  6. Cresswell, J.W. (2014). Research designs, qualitative, quantitative and mixed approaches. 4th Edition. Sage Publications Limited. United States of America
  7. Cutler, L and Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology. Vol 100. (4). Retrieved on 13/04/2017.
  8. Dean, D. (2010). What works in writing instruction. National Council of Teachers of English
  9. Dean, P; Odendahl, N; Quinlan, T; Fowles, M; Welsh, C and Bivens-Tatum, J. (2008). Cognitive models of writing proficiency: writing proficiency as a complex integrated
  10. Skill. Education Testing Service. Retrieved from: on 23/11/2017
  11. Educational Planning Department (2004). Educational Sector Strategic Plan (2004-2015).retrieved from education-2004-2015-en.pdf.
  12. Flower, L. and Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication. 32 (365-387).
  13. Galbraith, D. (2009). Cognitive models of writing. GFL Journal. Vol 2-3.
  14. Graham, S. (2008). Effective writing instruction for all students. Renaissance Learning Inc, USA.
  15. Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012- 4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Insti- tute of Education Sciences, U.S. Department of Education. Retrieved from wwc/publications_reviews.aspx#pubsearch.
  16. Graham, S. and Perin, B. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology. Vol. 199 (3).
  17. Harper, J and Chen, H. (2018). Group dynamics and student participation in a Chinese
  18. setting: Teacher and observer perspectives. Journal of English Language Teaching
  19. Linguistics. Vol 3 (1).
  20. Hasani, A. (2016). Enhancing argumentative writing skill through contextual teaching and
  21. learning. Academic Journals. Vol 11 (16). Retrieved on 10/04/2017.
  22. Kamehameha Schools. (2007). The writing process: an overview of teaching using the
  23. writing process. Research and Evaluation Department. South King Street. Honolulu,
  24. Karooro, O. M. (2000). Ugandans and their funny English. In The Monitor, September 22, 1999, Kampala.
  25. Kurihara, N. (2016). Do peer reviews improve student writing abilities in an EFL high school
  26. classroom? TESOL Journal. 2016 TESOL International Association.
  27. Kyalikunda, J. (2005). Interactive techniques in writing instruction: getting students to Communicate in writing. Unpublished PhD dissertation, Makerere University, Kampala.
  28. McElroy, John D., "Look Who's Talking: A Multi-Case Study of In-service English
  29. Language Arts Teachers' Conceptions and Uses of Discussion in the Secondary Classroom" (2017). All Dissertations. 1959.
  30. McPherron, F. J. (2011). Struggling adolescent writers describe their writing experiences: A descriptive case study. Retrieved from:›…› theses and dissertations 816.
  31. Ojijo, P. (2012). Review of Education Policy in Uganda. A working paper submitted to the young leaders Think Tank for Policy Alternatives. Retrieved from
  32. Online Education Encyclopedia. Teaching of writing: history, issues and trends in school- based writing instruction. Retrieved from ‹a’href= “”›
  33. Ortmeier-Hooper, C and Enright, K. A. (2011). Mapping new territory: toward an understanding of adolescent writers and writing in US. Contexts. Journal of Second Language Writing Vol 20.
  34. Punch, K. F. (2012). Developing effective research proposals. Sage Publications Limited.
  35. London. Britain
  36. Shin, Yousun. "The effects of planning on L2 writing: a study of Korean learners of English as a foreign language." PhD (Doctor of Philosophy) thesis, University of Iowa, 2008.
  37. Smith, Nicole, "The power of partners: a qualitative study on the effects of long-term partnerships during Writing Workshop" (2017). Theses and Dissertations. 2461.
  38. Ssebbunga-Masembe, C. (2001). The state of the use, teaching and learning of the English language in Uganda’s education system. Uganda’s Journal of Education, Vol. 3.
  39. Suhartina, R and Stkip-Yapim, M. (2018). The efficacy of pair interaction in teaching communicative English grammar. Journal of Language Teaching and Research. Vol 9 (1).
  40. Supiani. (2017). Teaching writing skill through collaborative writing technique: From Theory to practice. JEELS, Vol 4 (1).
  41. Trabajo, F; Combarros, L. P and Ibarrola, A. L. (2017). Teaching EFL through task repetition and collaborative writing
  42. Truong, M. H. And Pham, V. P. H. (2017). High school teacher pedagogical beliefs in English as a Foreign Language writing instruction. Journal of Science Ho Chi Minh University. 7 (4).
  43. Tyfeki, N and Dujaka, E. (2017). The effects of metacognitive learning strategy in writing
  44. enhancement of English students. Prizen Social Science Journal. Vol 1. Issue 1.
  45. Vygotsky, L.S. (1978). Mind in society: Development of higher psychological processes. Cambridge MA: Harvard University Press.
  46. Yin, R. (2009). Case study research methods. Sage Publications Inc. California.
  47. Yi-Ting, H. (2017). Input and uptake in high school EFL students multiple-draft writing process: A case study of a Taiwanese Classroom. PhD dissertation from Indiana University. Retrieved online from Pro-Quest Dissertations.
  48. Zumbrunn, C and Krausse, K. (2012). Conversations with leaders: Principles of effective
  49. writing instruction. The Reading Teacher. Vol. 65. Issue 5. Retrieved on 15/11.2017

About Us

The Asian Institute of Research is an online and open-access platform to publish recent research and articles of scholars worldwide. Founded in 2018 and based in Indonesia, the Institute serves as a platform for academics, educators, scholars, and students from Asia and around the world, to connect with one another. The Institute disseminates research that is proven or predicted to be of significant influence for the general public.

Stay Connected

  • Instagram - Black Circle
  • Facebook - Black Circle
  • LinkedIn - Black Circle

Contact Us

Please send all inquiries to the email:

Business Address:

5th Floor, Kavling 507, Fajar Graha Pena Tower, Jl. Urip Sumohardjo No.20, Makassar, Indonesia 90234

Copyright © 2018 The Asian Institute of Research. All rights reserved