The present study aims to investigate empirically the effect of Peer Tutoring Strategy in developing Iraqi EFL Students' performance in composition writing skill.
To achieve the aim of the current study, a two-month experiment was performed using pre-test, post-test, control and experimental group design. The research population comprises the fifth-year students in the academic year (2019-2020) at Al-Faws preparatory school for girls in Baghdad. The new Google Classroom (GC), research site and the Telegram App. Were mentioned in this study. Two sections of Al-Faws preparatory school were randomly selected to represent the study sample.One of these groups, with (40) students, was randomly allocated as the experimental groupusing the Peer Tutoring Strategy and the other with (38) students as the control group using the traditional method. In the first course exam of the same academic year, both classes were compared in terms of the age of students (measured in months), the educational level of parents and the scores of students in English. It is worth remembering that the researcher herself taught the same topic to both classes. Using a T-test formula for two separate samples, the responses of the testees were statistically analyzed after conducting the tests (pre- and post-test). Many statistical methods such as Pearson Coefficient, One Sample T- Check and Chi-square were mentioned.وفي
Key words: Peer Tutoring; Strategy; Iraqi EFL Students; Performance; Composition ;Writing Skill.
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