HOW EFL UNIVERSITY STUDENTS USE ELECTRONIC PEER RESPONSE INTO REVISIONS

Song Wang · Siriluck Usaha

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EFL/ESL Teaching and Learning Student Assessment and Feedback English Language Learning and Teaching

Abstract

Although a considerable number of studies on L2 students’ compositions have shown that peer response has a profound and positive effect on the students’ revision, few investigations have examined the results of electronic peer response in comparison with face-to-face peer response. The present study aimed to examine types of comments Chinese EFL university students made, how they used the comments in revising their writing, and the writing quality after revision. Comments made and actually used by the two groups were categorized and counted, and the students’ essays were rated by five trained raters. The findings revealed that the students’ focus on providing comments was different in both groups. The face-to-face peer response group produced more comments, thus resulting in a larger number of comments incorporated into revisions. However, the electronic peer response group produced more revision-oriented comments. In terms of writing quality, they significantly outperformed the face-to-face group.

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2001On second language writing 1995Comparing Face-To-Face and Electronic Discussion in the Second Language Classroom 1995Restructuring Classroom Interaction with Networked Computers: Effects on Quantity and Characteristics of Language Production 1994Using computer networking to facilitate the acquisition of interactive competence 2000Do Secondary L2 Writers Benefit from Peer Comments?2004Using peer feedback in the ESL writing class 2006Feedback in Second Language Writing: Contexts and Issues 1999The effects of trained peer response on ESL students' revision types and writing quality

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2018A review of previous studies on ESL/EFL learners’ interactional feedback exchanges in face-to-face and computer-assisted peer review of writing 2024Online peer feedback training based on self-regulated learning in english as a foreign language writing: Perceived usefulness and students’ engagement

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