Abstract
This study explores the differences between EFL students' peer feedback patterns using two different CMC modes, synchronous mode (chatting) and asynchronous mode (bulletin board) in Korean EFL writing classes. After writing the first draft of an argumentative essay, 20 participants received their feedback by bulletin board and 18 received theirs through chatting. Participants' attitudes towards peer feedback using either chatting or bulletin board were investigated through the questionnaire. Peer feedback editing texts of chatting and bulletin board were quantitatively and qualitatively analyzed. The results show that the participants who were grouped in the bulletin board class provided larger amount of peer feedback than the chatting class in terms of frequency. Various peer feedback patterns were identified to indicate the clear distinction from the chatting and the bulletin board. As for the questionnaire, most participants found peer feedback useful regardless of using either chatting or bulletin boards. The findings of this study support that both CMC tools helped the need and effectiveness of peer feedback in EFL writing environment.
Published Version
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