A Review of Research on Technology-Enhanced Peer Feedback for Second Language Writing Based on the Activity Theory Framework

Autor/inn/en	Zhang, Ruofei; Zou, Di
Titel	A Review of Research on Technology-Enhanced Peer Feedback for Second Language Writing Based on the Activity Theory Framework
Quelle	In: Education and Information Technologies, 28 (2023) 6, S.6727-6753 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zou, Di)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11469-8
Schlagwörter	Peer Evaluation; Feedback (Response); Second Language Learning; Writing Assignments; Technology Uses in Education; Educational Research; College Students; Interaction; Peer Relationship; Error Patterns; Identification; Knowledge Level; Cognitive Processes; Active Learning; Instructional Effectiveness; Educational Theories; Social Networks; Emotional Response + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsforschung; Pädagogische Forschung; Collegestudent; Interaktion; Peer-Beziehungen; Fehlertyp; Identifikation; Identifizierung; Wissensbasis; Cognitive process; Kognitiver Prozess; Aktives Lernen; Unterrichtserfolg; Educational theory; Theory of education; Bildungstheorie; Social network; Soziales Netzwerk; Emotionales Verhalten
Abstract	Technology-enhanced peer feedback (TEPF) activity has been increasingly investigated in L2 writing education. Researchers have conducted many review and meta-analysis studies on related research and identified factors influencing the activity effectiveness. However, few reviews have been conducted based on the activity theory that may clarify details of this learning approach and reveal how various factors influence the activity effectiveness. To fill in the gap, we reviewed 40 relevant articles from 2001 to 2021, following the activity theory. The findings showed that most TEPF activities were based on network-based social computing to enhance academic performance in English as L2 writing. College and university students with training experiences attended the activities independently or collaboratively as feedback givers and/or takers in anonymous, out-of-class, online settings for a long term. Learners may influence TEPF activities via peer feedback quality and the efficiency of peer interaction. Technology may influence the activities via peer feedback quality, learner emotions, and the efficiency of peer interaction and feedback generation, giving, taking and comprehension. Peer interaction may influence the activities via error identification, affective aspects, and knowledge and ideas of writing. Conditions may influence the activities via learners' experiences, trust in peers, devotion of effort and time, emotions and efficiency in peer interaction and feedback giving and taking. Mechanisms may influence the activities via learners' cognitive processes and active learning. Based on the results, we analysed the interactions in TEPF activities that may influence the activity effectiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01