Exploring EFL Learners’ Comments on Web-Based Peer Feedback: Local and Global Revisions

Abdullah Al Abri

doi:10.5539/elt.v14n6p114

Abstract

The purpose of this empirical study was to explore the interactional commenting patterns that EFL learners produced in web-based peer feedback and correlate them with the learners&rsquo; writing achievement. The study employed a quasi-experimental design built on the Theory of Cognitive Apprenticeship (Collins, 1991), which gives emphasis on coaching (local revision) and scaffolding (global revision) processes. The context of the study was in a public university in Oman and 50 participants were involved in a selected range of online peer-feedback processes, synchronously and asynchronously. A paired samples t-test showed that students were able to improve their grammar range and accuracy in writing essays more than other scaling categories (e.g. content and organization). The results of the qualitative analysis indicated that students produced far more comments synchronously than asynchronously, and most of the students&rsquo; exchanges were on forms. The findings of this study could be a practical reference for those who plan to cultivate the use of technology in peer feedback practice.&nbsp;

Highlights

In contrast to face-to-face peer feedback, the implementation of peer feedback on a web-based platform allows students to picture their thinking and performance in writing despite thinking a complex process is not detected (Aydin & Yildiz, 2014; Patel & Russell, 2003)
The integration of web-based platform and peer feedback is an innovative writing practice leading to the online construction of a writing piece as it progresses through a cycle of writing, peer feedback and rewriting (Lin & Yang, 2011)
The outcomes of the analyses showed that the peer feedback group demonstrated a significantly better writing performance improvement than the traditional teacher feedback group

Summary

Introduction

In contrast to face-to-face peer feedback, the implementation of peer feedback on a web-based platform allows students to picture their thinking and performance in writing despite thinking a complex process is not detected (Aydin & Yildiz, 2014; Patel & Russell, 2003). Web-based peer feedback provides students with an essential opportunity to observe their writing process documented online and engage them to interact collaboratively in addressing revisions and generating suggestions for better writing. This learner-learner interaction enables students to enhance their writing based on their peers’ comments and suggestions, and they are reciprocally motivated to provide comments on their peers’ writing production (Chittum & Bryant, 2014; Singh & Holt, 2013). This study aimed at integrating technology into peer feedback practice in EFL learning environments to address the following questions: 1) What are the main focuses of the EFL students’ comments in web-based peer feedback?

Objectives

Methods

Findings

Discussion

Conclusion