Study 1
To understand the effectiveness of online peer feedback on EFL students’ writing skill development, a quasi-experimental design was employed. A pre-test and post-test were administered at the beginning and the end of the course, respectively, to measure students’ performance of the writing skill. Students from two intact classes studied the same pre-intermediate level writing course for 15 weeks. The same teaching method was offered to both groups by the same teacher. The only difference is in the feedback giving stage. Students in Group 1 gave their writing drafts to their peers for feedback in the class, while students in Group 2 posted their writing drafts in the Facebook group of the class. Students in both groups were then required to give feedback to their peers’ writing drafts. The results showed that the writing skill performance of students in Group 2 was better than that of their counterparts in Group 1. The study concluded that online peer feedback is better than paper-based peer feedback in improving EFL writing skill performance.
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