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The Impact of Blog Peer Feedback on Improving Iranian English Foreign Language Students' Writing

The Impact of Blog Peer Feedback on Improving Iranian English Foreign Language Students' Writing

Mohsen Shahrokhi, Shima Taheri
Copyright: © 2016 |Pages: 22
ISBN13: 9781522501770|ISBN10: 1522501770|EISBN13: 9781522501787
DOI: 10.4018/978-1-5225-0177-0.ch017
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MLA

Shahrokhi, Mohsen, and Shima Taheri. "The Impact of Blog Peer Feedback on Improving Iranian English Foreign Language Students' Writing." Handbook of Research on Foreign Language Education in the Digital Age, edited by Congcong Wang and Lisa Winstead, IGI Global, 2016, pp. 365-386. https://doi.org/10.4018/978-1-5225-0177-0.ch017

APA

Shahrokhi, M. & Taheri, S. (2016). The Impact of Blog Peer Feedback on Improving Iranian English Foreign Language Students' Writing. In C. Wang & L. Winstead (Eds.), Handbook of Research on Foreign Language Education in the Digital Age (pp. 365-386). IGI Global. https://doi.org/10.4018/978-1-5225-0177-0.ch017

Chicago

Shahrokhi, Mohsen, and Shima Taheri. "The Impact of Blog Peer Feedback on Improving Iranian English Foreign Language Students' Writing." In Handbook of Research on Foreign Language Education in the Digital Age, edited by Congcong Wang and Lisa Winstead, 365-386. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0177-0.ch017

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Abstract

The present study is an attempt to investigate (a) whether using blog peer feedbacks have any statistically significant effect on improving Iranian students' EFL writing skill, and (b) whether participants at different proficiency levels react differently to blog peer feedbacks, as far as their writing improvement is concerned. To this end, sixty Iranian female English Foreign Language (EFL) learners were selected based on their performance on the Oxford Placement Test (OPT) and were then divided into two groups. The first thirty-participant group was taught through the conventional face-to-face method; the second thirty-participant group, which consisted of the same proficiency level members as the first group, received blog peer feedbacks as the treatment. After three months of instruction, a post-test was administered and the results were subjected to statistical analysis. The ensuing analysis revealed that using blog peer feedbacks can have a statistically significant impact upon improving the writing skills of EFL learners.

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