Abstract
This exploratory study investigated ELF adult learners' reactions to once highly acclaimed writing pedagogic techniques: peer review and teacher feedback in EFL composition class. Both the peer review and teacher feedback were given and transmitted via the web to learners' blog. The author examined 7 first drafts, 32 peer reviews, and 8 revised drafts (one student made two revisions), trying to find out what effects online peer review have on the revisions of low-intermediate EFL writers. Then, teacher feedback given to these seven students was also reviewed to see whether teacher feedback made tangible impacts on their revised drafts. Finally, another 7 articles written by the same group of students which received little or no peer review and teacher feedback were compared with their final drafts to see whether EFL learners can do a substantive revision without peer review and teacher feedback. As expected, while teacher feedback appeared to lead to both positive and negative revisions, depending on learners' attitude and English proficiency, a significant proportion of the peer review did not serve a linguistic function to give meaningful and constructive comments but serve a pragmatic function to give complimentary praise or blessings.
Published Version
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