PEER-ASSISTED REFLECTIVE WRITING AND ARGUMENTATIVE ESSAY QUALITY IN KARACHI PUBLIC-SCHOOL GRADE-10 STUDENTS

Abstract

The present study investigates the role that peer assisted reflective writing (PARW) may play in 
enhancing the quality of argumentative essays among Grade-10 students in public schools of Karachi. 
Problem statement The problem is framed in the context of ongoing difficulties that Pakistani 
secondary learners face with English academic writing due to an absence of well-structured feedback, 
and narrow exposure to reflective practice inhibiting argumentative written discursive skills. The aim 
of the study was to investigate if structured peer feedback (SPF) accompanied by reflective writing 
affects essay organization, coherence of argumentation, use of evidence and critical reasoning. Using a 
quasi-experimental design, data were collected from 120 students studying in three public schools of 
Karachi. The students were assigned into an experimental group (peer-assisted reflective writing) and a 
control group (teacher-centered approach). The data analysis was conducted by means of rubric
referenced scoring of students’ essays combined with paired t-tests and thematic analysis from the 
students’ reflective journals. Findings showed that the experimental group performed significantly 
better than the control group in thesis clarity and articulation, argument development, and logical 
coherence. Students also reported increased confidence and greater familiarity with the argumentative 
structure. The results of the study indicate that peer-assisted reflective writing is an impactful and 
inexpensive pedagogical tool to scaffold argumentative writing in resource-stretched environments 
such as public schools in Karachi. There are implications on curriculum change, teacher professional 
development, policy inclusion of collaborative writing strategies.