Interactional Feedback Research Articles

The dynamic influence of interactive feedback on elevating EFL students’ writing skills

This study investigates the effect of interactional feedback on students’ writing skills. One hundred participants enrolled in an intermediate EFL course at the State University of Malang, Indonesia, were recruited for this research. The quantitative method was employed for data analysis. The primary data analysis method used was the ANCOVA test, followed by the Wilcoxon and Mann-Whitney tests. The results reveal that the dependent variables in the experimental group exhibited higher means compared to the control group. The ANCOVA test show that the dependent variables (writing length, accuracy, and effectiveness) were significantly affected by the addition of feedback (p = 0.000). However, no significant differences were found between the experimental and control groups regarding accuracy (p = 0.425) and writing length variables (p = 0.731). As a result, interactional feedback significantly impacted EFL students’ writing ability. This result highlights the need for thorough planning and preparation, including preparing ESL/EFL students through explicit instruction prior to peer review, to ensure that learners’ interactional feedback is useful. The findings suggest that EFL teachers should carefully select feedback styles that align with the intended purpose of providing feedback. For instance, more specific feedback options may prove more effective in assisting students in revising and improving their written assignments. Finally, this study provides valuable recommendations for further research in this field.

Modified output and metalanguage during conversational interaction: A qualitative look at interactional feedback

The present study draws on earlier research on learner-learner dyadic interactions in an e-tandem virtual exchange and examines negotiation of meaning episodes based on the qualitative data. These data come from learner-learner interactions during oral tasks carried out using a video conferencing tool. The aim is to unveil the interactional patterns that emerge during negotiation of meaning episodes which have been deemed beneficial for L2 development, particularly those which offer opportunities for modified output to occur (Gurzynski-Weiss & Baralt, 2015; Long, 1996; Pica, 1994; Schmidt, 1990). The results highlight the role that metalinguistic information plays in scaffolding the process of negotiation of meaning and emphasize the benefits of e-tandem exchanges where learners alternate between the roles of expert and learner, depending on the language used during each language-related episode.

The effects of feedback timing on L2 development in written SCMC

Numerous studies have delved into the effects of interactional corrective feedback provided in the oral or written mode in the CALL environment (e.g.video-conferencing or text-based chat). Although previous research shows that several factors influence its effectiveness, a research area that merits more attention is the role of feedback timing operationalized as immediate or delayed intervention. The current study explores the role of timing when recasts, a corrective feedback technique, are provided in an unfocused, incidental manner addressing semantic and morphosyntactic features as they arise during written synchronous computer-mediated communication (SCMC). Fifty-eight young learners of English (M = 12.75 years old, SD = 1.2) were assigned to one of two experimental conditions that differed as to whether they received immediate recasts while performing a communicative task or delayed recasts after completing a task. The results show that delayed recasts led to greater L2 gains than immediate ones in the immediate postinteraction test especially when addressing semantic features; however, no difference was found between the two conditions two weeks after the intervention in the delayed postinteraction test.

THE EFFECT OF CORRECTIVE FEEDBACK VIA A COMPUTERIZED COURSE ON OMANI EFL LEARNERS` WRITING PERFORMANCE

The present research investigates the efficiency of interactional corrective feedback on Omani EFL learners` writing performance through electronic platforms. To this end, 94 Omani English as a Foreign Language (EFL) learners were selected based on the college placement criteria. The participants were randomly assigned into one experimental group and one control group, each including 47 students. Before starting the treatment, both groups were pretested by a writing test to collect the required data. The experimental group then received the treatment using interactional corrective feedback and additional comments, whereas the control group received only corrective input on forms and structures of the final draft. In addition, to elicit the students’ attitude towards interactional corrective feedback, a survey was distributed among the experimental group’s participants. The Mann-Whitney U test for comparing the control and experimental groups showed a significant difference between the mean scores of the two groups. It means that interactional corrective feedback had a statistically significant effect on EFL learners’ writing performance. Besides, the survey findings showed that participants emphasized the importance of receiving interactional corrective feedback from their teachers. The current study results can have some implications for teachers to implement more feedback sessions, not only on students’ writing tasks but also on the other skills equally.

Interactional Feedback on English Proficiency: Grammatical Awareness

This study examines whether or not interactional feedback has a considerable positive impact on first-year MA Nurul As'adiyah Callacu students' grammatical awareness. The pre-experimental research method was used in the study. 38 grade X A students made up the sample. The research's pre- and post-test grammatical data were collected, and the t-test in SPSS was used to assess it. The study's findings showed a substantial difference between the students' levels of grammatical awareness on the pretest and posttest. The fact that the mean posttest score was greater than the mean pretest score (91.32 > 59.08) served as evidence. These mean scores were different in a statistically significant way. The probability value is lower than the significant level (0.00 < 0.05), which was based on the t-test value at the significant level of 0.05. Based on the result analysis, it can be said that interactional feedback significantly improved grammatical awareness in the first year of MA Nurul As'adiyah Callacu because it promoted learners' intellectual operations and thought processes, which led them to reflect on ideas, particularly in grammar learning.

フィードバックによる学術的社会化―EAP授業における教師のポスト・パフォーマンスフィードバックの会話分析 Socializing Students into Academics Through Feedback—Conversation Analysis of Teacher’s Post-performance Feedback to EAP Classroom Presentation

学術目的のための英語 (English for academic purposes: EAP) 授業を担当する教師は、アカデミック・プレゼンテーションなどでの学生のパフォーマンスに対して、どのようなフィードバックを与えることで学習者の学術世界への社会化を促進できるのか。この問いに具体的な回答を行うことでより良いEAP授業の実践に貢献することを本研究の目的とし、日本の２つの大学における185のEAP授業を撮影したビデオデータを対象に、エスノメソドロジー的会話分析を用いて分析を行った。結果、学生たちの不適切なパフォーマンスを再現し、そこからその問題源を体験させるという相互行為手続きを取ることによって、教師のポスト・パフォーマンスフィードバックは学生の学術世界への社会化を促す媒介となる、ということが分かった。EAP授業において教師は、学術世界での専門家として学生のパフォーマンスの問題とその問題を見極めることができる能力、さらにその専門家としての見方を体験させられる相互行為能力が必要である。 In classes such as English for Academic Purposes (EAP) wherein the pedagogical focus is on knowledge and competence required in academic settings such as academic presentation, what kind of feedback should teachers give to students about their performance to socialize them into becoming academics? Studies investigating students’ perceptions about the teacher’s post-performance feedback support the necessity of the dialogical process for students to understand the teacher’s feedback and to utilize it for their next performance. However, very few studies in the context of higher education have been conducted to examine what constitutes effective dialogic feedback, or how teachers and students actually achieve a mutual understanding of the point of feedback in classroom interaction. Meanwhile, ethnomethodological conversation analytic (EMCA) research on instruction from a professional to a novice member of a community explicated the interactional process on how the point of a teacher’s post-performance feedback is understood. The interactional feedback practices performed by the professionals such as a senior archeologist or a master of Japanese calligraphy described in those EMCA studies indicate that a professional’s post-performance feedback can develop a member’s competence necessary for his or her socialization into a particular domain of cultural activity. EAP is aimed at socializing students into the culture of academic research (de Chazal, 2014). So, appropriating the EMCA perspective of instruction from professional to novice in a community to investigate teacher’s post-performance feedback in the EAP classroom will give insight into what and how teachers should give feedback to students about their performance. Therefore, the aim of this study is to explicate teachers’ post-performance feedback practices given for students’ academic presentations in EAP classrooms through the microanalysis of actual EAP classroom feedback practices from an EMCA perspective. The data used for this study were based on the video corpus of 185 post-performance feedback interactions in EAP classrooms of a national university and a private university in Japan. Microanalyses of teacher feedback on student presentations in EAP classes at Japanese universities suggested that making the students personally experience the trouble source of their presentations makes the teacher’s feedback a catalyst in the academic socialization of the students. In the case where the trouble source of a student’s problem in his presentation was his or her lack of understanding of the audience’s perspective, the physical representability of the audience viewpoint allowed the teacher to reenact how she and the audience found the problem and its cause. The teacher’s feedback was composed of replaying the problem, switching the student’s perspective from that of the presenter to the audience, collecting the actual audience’s agreement to her interpretation, and showing the exchange between her and the audience member to the target student. Through the step-by-step feedback practice to make the target student personally experience the trouble-source, the teacher put the student into a sequential position where he or she was normatively required to display how the demonstrated issue was treated. The real challenge is how to make the trouble source of the students’ mistakes evident when it is about an abstract idea, such as a lack of understanding about why a clear statement of the purpose is essential to a presentation. In such a case, the teacher’s feedback practice involves students in a type of puzzle-solution sequence. First, the teacher presents out-of-context talk to the students to make them confused; after the talk, the teacher enacts what the confused students might have thought while they were told an out-of-context talk and this works as a solution to the puzzle. The puzzle-solution sequence is a way of making experientially accessible to the students the importance of abstract norms such as making the aim of the presentation explicit. The lived experience becomes a catalyst for students’ academic socialization by constructing a link between the goal behavior (i.e., correct performance) and the students, who had lacked the insight into the importance of the goal behavior, which was the trouble source of the issue with their presentations. The findings of this study further show that the analytic method used in this study, EMCA, is a promising way of representing the effective interactional feedback practices in detail. Of course, the results of this study do not represent the entirety of post-performance feedback practices used by teachers engaged in EAP classrooms. Future studies should examine a variety of teachers’ post-performance feedback practices in EAP or ESP (English for Specific Purposes) classrooms so that a knowledge base of pedagogically meaningful feedback practices is developed and made available for the language teachers today to rely on when they teach classes where the educational focus is not only the linguistic aspects of the target language, but the content or academic/professional competencies.

Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation

Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation

Effects of Recasts, Metalinguistic Feedback, and Students’ Proficiency on the Acquisition of Greek Perfective Past Tense

The role of interactional corrective feedback in second language assessment has attracted both teachers’ and second language researchers’ interest, as they are concerned with when corrective feedback can be implemented to assist second language acquisition. This quasi-experimental intervention study aims to investigate the impact of two corrective feedback types, namely recasts and metalinguistic feedback, and students’ proficiency in the acquisition of the Greek perfective past tense. The sample consists of ten adult beginners’ classes (n = 86 students) of the Modern Greek Language Teaching Center of the University of Athens. The classes were randomly assigned to three treatment conditions: (a) recast; (b) metalinguistic feedback; (c) no feedback and participated in form-focused production activities. A grammaticality judgment pretest and posttest were administrated to measure participants’ development on the explicit knowledge of perfective past tense morphology. After the treatment, participants were divided in the database into high and low beginner students based on their performance on a placement test administrated prior to the treatment. Results revealed that the groups that received corrective feedback outperformed the control group, while no statistical significance was found between the two treatment groups. Moreover, high-beginner learners benefited equally from both feedback types, whereas low-beginner learners benefited significantly from metalinguistic feedback.

The role of the language of interaction and translanguaging on attention to interactional feedback in virtual exchanges

This study sets out to examine learner-learner oral interaction during a task-based virtual exchange carried out online using video-based SCMC among 32 English and Spanish foreign language learners from two different universities. The video-recordings of three oral tasks in which learners took part in pairs were analyzed to identify, transcribe, and code language related episodes. These were divided into episodes carried out entirely in Spanish, entirely in English or by combining the use of the two languages resulting in episodes which originally started in English or Spanish but exhibited translanguaging. The aim of the study was to identify the language or language-combination mode that was more effective in eliciting interactional feedback and modified output and thus aiding in L2 development. The results indicated that English episodes exhibited slightly more explicit corrective feedback but Spanish episodes contained significantly more modified output. The presence of translanguaging had a statistically significant effect on the amount of interactional feedback and modified output in the episodes which started in Spanish. These findings suggest that English may act as the default language when the focus of attention in an oral task switches to examine a language point in virtual exchanges which has implications for L2 development.

Metacognitive Instruction and Interactional Feedback in a Computer-Mediated Environment

Multiple theoretical frameworks support the notion of interactional feedback as facilitative of second language (L2) development. However, research demonstrates that learners often avoid providing feedback during peer collaborative work, thus failing to take advantage of key opportunities for language learning and development. Recent studies have examined how metacognitive instruction (MI) may be used to explicitly train learners in the provision of interactional feedback, with results showing increased instances of feedback (Fujii et al., 2016) and improved L2 outcomes (e.g., Sato & Loewen, 2018; Sippel, 2019). Building on this work, this exploratory study investigated the effects of MI on intermediate L2 English learners’ (n = 26) provision of interactional features in synchronous computer-mediated communication. Using a pretest-treatment-posttest design, all learners completed three decision-consensus tasks, with learners in the treatment group receiving direct instruction on the benefits of interaction via an instructional video, a practice task, and subsequent whole-class debriefing. The control group completed the tasks without MI. Results demonstrate that learners’ provision of interactional feedback and language-related episodes increased following MI, with qualitative measures indicating learners had positive perceptions of the training and improved awareness of the potential benefits of interactional feedback in computer-mediated communication.
 De multiples approches théoriques soutiennent la notion de rétroaction interactionnelle comme facilitateur du développement d’une langue seconde (L2). Cependant, les recherches démontrent que les apprenants évitent souvent de présenter une rétroaction pendant le travail collaboratif entre pairs, ne profitan ainsi pas des principales possibilités d’apprentissage et de développement des langues. Des études récentes ont examiné comment l’enseignement métacognitif (EM) peut être utilisé pour former explicitement les apprenants à la rétroaction interactionnelle, les résultats montrant une augmentation des cas de rétroaction (Fujii et al., 2016) et une amélioration des résultats en L2 (par exemple, Sato & Loewen, 2018; Sippel, 2019). S’appuyant sur ces travaux, cette étude exploratoire a examiné les effets de l’EM sur l’offre de fonctions interactionnelles dans la communication synchrone par ordinateur aux apprenants d’anglais de niveau intermédiaire L2 (n = 26). En utilisant un modèle de pré-traitement-post-test, tous les apprenants ont accompli trois tâches de consensus décisionnel, les apprenants du groupe de traitement recevant des consignes directes sur les avantages de l’interaction via une vidéo pédagogique, une tâche de pratique et un compte rendu ultérieur pour toute la classe. Le groupe de contrôle a effectué les tâches sans EM. Les résultats montrent que l’apport d’une rétroaction interactionnelle et d’épisodes liés à la langue par les apprenants a augmenté après l’EM, avec des mesures qualitatives indiquant que les apprenants avaient des perceptions positives de la formation et une meilleure sensibilisation aux avantages potentiels de la rétroaction interactionnelle dans la communication par ordinateur.

Visual cues during interaction: Are recasts different from noncorrective repetition?

Visual cues may help second language (L2) speakers perceive interactional feedback and reformulate their nontarget forms, particularly when paired with recasts, as recasts can be difficult to perceive as corrective. This study explores whether recasts have a visual signature and whether raters can perceive a recast’s corrective function. Transcripts of conversations between a bilingual French–English interlocutor and L2 English university students ( n = 24) were analysed for recasts and noncorrective repetitions with rising and declarative intonation. Videos of those excerpts ( k = 96) were then analysed for the interlocutor’s provision of visual cues during the recast and repetition turns, including eye gaze duration, nods, blinks, and other facial expressions (frowns, eyebrow raises). The videos were rated by 96 undergraduate university students who were randomly assigned to three viewing conditions: clear voice/clear face, clear voice/blurred face, or distorted voice/clear face. Using a 100-millimeter scale with two anchor points (0% = he’s making a comment, and 100% = he’s correcting an error), they rated the corrective function of the interlocutors’ responses while their eye gaze was tracked. Raters reliably distinguished recasts from repetitions through their ratings (although they were generally low), but not through their eye gaze behaviors.

ENGAGEMENT WITH LANGUAGE: A POTENTIAL CONSTRUCT IN PEER INTERACTION RESEARCH

Language learners spend a considerable amount of time interacting with other learners in both second and foreign language classrooms. The idea that peer interaction has increasingly been considered a context for language learning has been matched by a growing body of research examining different aspects of peer talk. Previous literature has provided important insights into various aspects of learner-learner interaction including the provision of interactional feedback, output production, modifications in the process of negotiation for meaning, the attention paid by language learners to language forms, as well as the collaboration among learners in the construction of the language knowledge. However, no comprehensive framework has been established to enable the integration of various features. Recently, engagement with language, proposed by Svalberg (2009) has emerged as a more encompassing concept which integrates cognitive, social and affective aspects of learner-learner interaction. This paper aims to propose this newly emerged construct as a potential for research into peer interaction among language learners.

Formation mechanism of environmental protection behaviours of community residents

Purpose The purpose of this paper is to analyse the characteristics of environmental protection behaviours of community residents from the perspective of system dynamics. Design/methodology/approach Documentation method is used to collect the factors and environmental improvement intervention strategies that influence the environmental protection behaviours of community residents from the top journals. To analyse the characteristics of the environmental protection behaviours of community residents which are nonlinear and dynamic, system dynamics (SD) are drawn. The initial value for simulation is obtained from the investigation report of some communities in China by questionnaires method. Findings The simulation shows that a process of continuous and interactional feedback is formed among environmental improvement intervention strategies, living context, environmental behavioural intention and environmental protection behaviours. These influences affect how environmental protection behaviour is affected by frequency of community environmental publicity, frequency of community participation regulation and local government investment, all of which are significant and decrease successively. Living context and environmental behavioural intention, which are intervened by the three strategies, can promote community residents’ environmental protection behaviours and reduce the degree of environmental pollution in communities. Practical implications The goal of reducing the community environmental pollution may be achieved, because the community environmental management departments can use this system dynamics approach to intervene the environmental protection behaviours of community residents. Originality/value The nonlinear and dynamic interactions among influencing factors are illustrated for an in-depth understanding of the environmental protection behaviours of community residents in this study. In addition, the initial parameter value and correlation coefficients are obtained for simulation through the questionnaire survey given to Chinese community residents to avoid the subjectivity of system dynamics.

Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges

AbstractHow to correct learner errors has long been of interest to both language teachers and second language acquisition (SLA) researchers. One way of doing so is through interactional feedback, which refers to feedback provided on learners' erroneous utterances during conversational interaction. Various theoretical claims have been made regarding the beneficial effects of interactional feedback, and over the years a considerable body of research has examined its effectiveness. In this context, a central and challenging question has always been how to determine whether such feedback is effective for language learning. Studies investigating the role of feedback have used various measures to assess its usefulness. In this paper, I will begin with a brief overview of the recent studies examining interactional feedback, with a focus on how its effectiveness has been assessed. I will then examine the various measures used in both descriptive and experimental research and discuss the issues associated with such measures. I will conclude with what continues to pose us a challenge in assessing the role of feedback and offer some recommendations to inform future research in this area.

과정 중심 쓰기 교육에 의한 EFL 학습자의 글쓰기 불안감의 변화

The present study aimed to explore how the process writing approach influences on EFL beginner learners’ writing apprehension. Based on the original DM-WAT, a modified WAT was used for collecting data from fifty-two participants concerning perceptual changes in their writing apprehension after the process writing teaching intervention. The data were analyzed according to four factors of writing apprehension: ‘Enjoyment of writing in English’ (EOW), ‘Negative perception about writing in English’ (NPW), ‘Fear of evaluation’ (FOE) and ‘Self-confidence of writing in English’ (SCW). The results revealed that overall learners were likely to experience significant alleviations in the degree of negative writing apprehension in the four factor areas after the process writing approach, although female learners showed more positive perceptual change of writing apprehension between pre and post WAT. Both male and female learners showed considerable benefits in the NPW and SCW factors, while males showed more significant differences in the SCW factor than females between the pre and post WAT. It appeared that the activities involved in the process writing stages, such as brainstorming a topic, reading a model text with language preview in the pre-writing stage, drafting, and interactional feedback for revising and editing could enable learners who have poor linguistic knowledge and low self-confidence to have time for practicing and improving their language use. The students’ confidence in their writing capabilities was raised, which led to lessening negative attitudinal and motivational tendencies of L2 wring considerably.

A Reflection on Interactional Feedback by Students of Sanata Dharma University

Interactional feedback as a means of helping second language (L2) learners to focus on form has received increased attention recently in the field of second language acquisition (SLA). Moreover, feedback is also considered as an effective way to help the students improve their ability in learning L2. Subsequently, as teachers encourage use of the target language in their classrooms, they must consider how to provide feedback to their students concerning the accuracy of their utterances. This paper attempts to reveal the answers for the research question which is “what does interactional feedback mean to the students?” There are two participants who were willing to share their lived experiences. The data are in a form of texts and gathered from an in-depth interview in which the data are then extracted to be the themes for the discussion. For the themes, there are two major themes appear in the study namely motivation and self-improvement. Motivation was the first theme that appeared from the study. The comments and feedback could motivate the participants to perform better in their next speaking practices. Additionally, motivation indeed becomes one of the positive effects which could make the participants feel motivated in improving their speaking ability through the feedback from their lecturers. Self-improvement became the second major theme from the study. Self-improvement was derived from the participants’ consciousness when they encountered the mistakes that they often committed when speaking. Contextually, the interactional feedback that the participants gained from the lecturer made the participants aware of the mistake that they had committed. Therefore, after gaining the feedbacks from their teacher, they are triggered to improve their performance in the next speaking assignments.

Teacher's Interactional Feedback in “Teen Conversation 1” Class

This study is done to find out (1) the types of interactional feedback used by the teacher of Teen Conversation 1 Class and (2) the types of interactional feedback used by the teacher of Teen Conversation 1 Class toward each of the student. In order to answer the research questions, the writer chose the types of interactional feedback by Nassaji (2015) as her guideline. This study is a qualitative research. The writer collected the data by audio recording the classroom activities of Teen Conversation 1 Class and having a semi-structured interview with the teacher. The findings of this study show that five out of seven types of interactional feedback appeared in the classroom. The five types of interactional feedback found in the class were Recast, Direct Correction, Clarification Request, Direct Elicitation, and Metalinguistic cues. Recast, especially Declarative Recast was the type of feedback used the most by the teacher. In conclusion, the teacher used different types of interactional feedback to each of the student, concerning their different needs and weaknesses.

A Critical Discourse Analysis on Teachers’ Verbal Feedback Patterns in EFL CLT Classrooms

As providing feedback can have an effective role for the learning process, this study with a critical discourse analysis point of view in social scientific research investigated feedback patterns of four English language teachers on learners’ responses in four English Language institutes with Communicative Language Teaching (CLT) approach toward teaching and learning. In doing so, the classes were observed. The interactions were audio-taped and transcribed. The findings revealed that in providing feedback to learners, teachers gave positive feedback (approving and repetition), interactional feedback and corrective (negative feedback) in classrooms. Positive feedback as approving and repetition were the most type of feedback which the teachers made use of. The findings provide insights into feedback patterns in an EFL context and consequently they set up an argument to critically assess one of the most fundamental principles of CLT approach which is giving positive feedback to learners. Attention should be directed to EFL teachers’ ideologies in providing feedback to the students to uncover their philosophy of teaching and learning as a clue to detect their criteria in choosing some habits of providing feedback than others and hence to expand this area further.

Teacher's Verbal Feedback in the Classroom Interaction

<p class="AbstractText"><span lang="EN-GB">This research aims to find out: (1) verbal feedback used by EFL teachers in classroom interaction, (2) function of verbal feedback used by EFL teachers in classroom interaction. This research employs descriptive qualitative research. The participants of this research were English teachers and the students of SMA Buq’atun Mubarakah. The data of this research were collected by recording the classroom interaction. <span>The obtained data was analyzed by using Miles & Huberman analysis.</span> The results of this research reveal that (1) the verbal feedback used by EFL teachers in classroom interaction, are (a) questioning, (b) praising (c) clarifying (d) comment (e) repeating (f) explicit correction and (g) Treating. (2) The functions of verbal feedback used by the teacher are a) interactional feedback, and (b) evaluative feedback.</span></p>

Engaging EFL Learners in Online Peer Feedback on Writing: What Does It Tell Us?

Aim/Purpose: The current case study aimed to investigate the engagement of nine English as foreign language (EFL) learners in online peer feedback on writing in a Facebook group. Specifically, the study focused on the issues of writing addressed in peer feedback and the learners’ perception of peer feedback in the Facebook group. Background: Peer feedback on writing has attracted the attention of many researchers and instructors of writing in English as second/foreign language (ESL/EFL) contexts. More recently, the application of synchronous and asynchronous technologies, including Facebook, has been reported to foster ESL/EFL learners’ engagement in peer feedback. Yet, in the EFL university context, the teacher/instructor still represents the sole resource of feedback, while learners are only passive receivers of feedback. Therefore, it is necessary to encourage EFL learners to be providers of feedback by engaging them in peer work in writing. Methodology: The study was conducted among nine EFL Arab learners beyond the university writing course. As an extension to enhance their writing in the Facebook group, the activities of peer feedback reported in this study were monitored by the course instructor for three months. The learners’ interactional feedback exchanges, text revisions, and written reflections were qualitatively analyzed and the patterns of interaction were quantified. Contribution: The findings contribute to the previous body of knowledge about the role of peer feedback, as well as the application of how asynchronous technological tools such as Facebook facilitate learners’ interactional feedback exchanges in writing. Findings: The learners engaged in interactional feedback exchanges in the revision-oriented discourse (n=1100 (64%)). These comments triggered global text revisions focusing on content, organization, and argumentative genre (n=533 (31%)) and local text revisions focusing on language and mechanics/conventions (n=567 (33%)). The learners also engaged in the non-revision-oriented discourse (n=620 (36%)) that focused on establishing group cohesion in terms of a friendly social context, social support, socialization, social ties, and attachment among them. The learners also perceived the Facebook group as an interactive learning environment that facilitates their peer feedback on writing beyond the university context. Recommendations for Practitioners: The findings of the current study underlie useful pedagogical implications for EFL instructors and lecturers as well university students, specifically how peer feedback can be used by instructors as a way to enhance learners’ writing skills. Moreover, with the increasing access to social networks such as Facebook groups, EFL learners can engage themselves in peer feedback activities beyond the university writing courses for further development in writing. Recommendation for Researchers: Significant insights on EFL learning may be gleaned from analysing peer feedback on learning activities, which are easily facilitated by commonly available social networks such as Facebook. Hence, researchers who are interested in this domain are encouraged to look beyond the traditional teaching medium. Impact on Society: The use of social networks (including Facebook groups) for educational purposes has received much attention from university learners worldwide. This research can facilitate people’s awareness of the value of such networks in creating learning opportunities outside the university context. Future Research: Future research could combine both synchronous and asynchronous technologies in peer feedback and focus on the effect of peer feedback on each learner’s writing.