A web-based feedback platform for peer and teacher feedback on writing: An Activity Theory perspective

Abstract

• The web-based platform for feedback had mediated the issue of ‘face’ in peer review. • Positive impact of negative peer feedback possible through non face-to-face platform. • Platform facilitated focus on quality of comments rather than peers’ proficiency. • Peer feedback through this platform stimulated critical thinking on writer's writing. This study investigated how the use of a web-based peer review platform influenced the act of responding to and using feedback between a teacher and peers on academic writing, of 12 Chinese learners. These case studies drew on data gathered from questionnaires, stimulated recall interviews, semi-structured interviews, focused diary entries, drafts of writing and records of teacher and peer reviews posted on the web-based peer review platform, SWoRD (now called Peerceptiv). Using the theoretical lens afforded by the key concept of mediation in third-generation Activity Theory ( Engeström, 1987 , 1999 ), the data were analysed and the mediating influence of SWoRD on the various components of the activity system was investigated. It was found that SWoRD mediated the relationships between the subjects (L2 writers) and the rules (e.g., the issue of ‘face’ among Chinese learners); the community (peer reviewers of lower proficiency); and the division of labour (peer reviewers as fellow learners, as opposed to the traditional division of labour where the teacher is the expert). The findings suggest that the potential of peer feedback in helping L2 writers improve their writing, is unleashed with the mediating influence of SWoRD.