An Exploration of Asynchronous and Synchronous Feedback Modes in EFL Writing

Autor/in	Shang, Hui-Fang
Titel	An Exploration of Asynchronous and Synchronous Feedback Modes in EFL Writing
Quelle	In: Journal of Computing in Higher Education, 29 (2017) 3, S.496-513 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-017-9154-0
Schlagwörter	Asynchronous Communication; Feedback (Response); Student Experience; English (Second Language); College Second Language Programs; Error Correction; Peer Evaluation; Syntax; Student Satisfaction; Electronic Learning; Writing Improvement; Intermode Differences; Interviews; Preferences + Suchen Sie Ihr Suchwort? Studienerfahrung; English as second language; English; Second Language; Englisch als Zweitsprache; Korrektur; Interviewing; Interviewtechnik
Abstract	In the English as a foreign language (EFL) writing context, most of the research studies on the feedback process are conducted in a face-to-face context and few research studies have been conducted to investigate what actually happens in online feedback conditions. Thus, this study aimed to compare 44 EFL university students' experience of employing asynchronous peer feedback (APF) and synchronous corrective feedback (SCF) and whether the utilization of these two modes affected EFL students' writing on the aspect of syntactic complexity. The major findings suggested that most participants accepted this e-learning revision approach and received satisfactory results via using APF and SCF modes. The feedback that occurred in APF was potentially more usable than that in SCF in writing more sentences. It is assumed that as students added more words, they increased their writing scores after using APF. Although learners generally accepted both online feedback modes, the interview results revealed some of the reasons for learners' preference for the APF over the SCF mode. Finally, the implications of these findings for future research are discussed and presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01