Abstract
Aiming to investigate how English as a Foreign Language (EFL) college students developed learning strategies to improve oral presentation, this study involved fifty participants in negotiation of meaning (NoM) with peer feedback and assessment through telecollaboration. The participants were randomly assigned to the control (28 students) and telecollaborative (22 students) groups. Data comprised system log files, paper-based records, first and final scripts, evaluation rubric, and a questionnaire. Results showed the telecollaborative group made progress in the final presentation, while the control group showed little improvement. NoM with peer feedback and assessment in telecollaboration facilitates EFL college students to access more idea exchange without time and space limitations, develop learning strategies to resolve learning problems, and make further improvement in oral presentation.
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