Abstract
In this study a comparison is made concerning the effect of online teacher feedback and online peer feedback on foreign language writing and the learners’ attitudes toward online feedbacks. To address the issues, an experiment is carried out between two university classes, who received online teacher feedback and online teacher feedback respectively. Based on the analysis, the major findings are obtained as follows. Firstly, the writing in each group has been improved significantly after the application of online feedback. However, no significant difference is shown between groups A and B. Secondly, students in both groups can incorporate feedback into their revisions, though there exist some differences in the number of successful revisions and kinds of revisions between the two groups. Finally, both online teacher feedback and online peer feedback are very well received by most students respectively. The research findings indicate that online feedback should be adopted in foreign language writing teaching.
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