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Asynchronous Online Peer Written Corrective Feedback: Effects and Affects

Asynchronous Online Peer Written Corrective Feedback: Effects and Affects

Shahin Vaezi, Ehsan Abbaspour
Copyright: © 2015 |Pages: 27
ISBN13: 9781466685192|ISBN10: 1466685190|EISBN13: 9781466685208
DOI: 10.4018/978-1-4666-8519-2.ch012
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MLA

Vaezi, Shahin, and Ehsan Abbaspour. "Asynchronous Online Peer Written Corrective Feedback: Effects and Affects." Handbook of Research on Individual Differences in Computer-Assisted Language Learning, edited by Mehrak Rahimi, IGI Global, 2015, pp. 271-297. https://doi.org/10.4018/978-1-4666-8519-2.ch012

APA

Vaezi, S. & Abbaspour, E. (2015). Asynchronous Online Peer Written Corrective Feedback: Effects and Affects. In M. Rahimi (Ed.), Handbook of Research on Individual Differences in Computer-Assisted Language Learning (pp. 271-297). IGI Global. https://doi.org/10.4018/978-1-4666-8519-2.ch012

Chicago

Vaezi, Shahin, and Ehsan Abbaspour. "Asynchronous Online Peer Written Corrective Feedback: Effects and Affects." In Handbook of Research on Individual Differences in Computer-Assisted Language Learning, edited by Mehrak Rahimi, 271-297. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8519-2.ch012

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Abstract

The purpose of the present study was to investigate whether there is any statistically significant difference between the effects of asynchronous online peer WCF through blogging and face-to-face peer WCF on the writing achievement of Iranian EFL learners. The study also investigated the extent to which students revise their writings based on peer comments provided. This study also measured the attitude of students towards peer WCF through blogging as compared with that of the participants receiving face-to-face peer WCF. The findings indicated that there is no statistically significant difference between the effects of face-to-face and asynchronous online peer WCF on the writing achievement of the Iranian EFL learners. In terms of the extent of incorporating the peer comments in their final drafts, the participants in the FF group incorporated more of the comments they received into their second drafts in comparison with the OL group. Finally, it was revealed that the participants of each group generally expressed their satisfaction with both methods of peer review.

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