Effects of Peer E-Feedback on Turkish EFL Students' Writing Performance

Autor/inn/en	Ciftci, Hatime; Kocoglu, Zeynep
Titel	Effects of Peer E-Feedback on Turkish EFL Students' Writing Performance
Quelle	In: Journal of Educational Computing Research, 46 (2012) 1, S.61-84 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Feedback (Response); Experimental Groups; Control Groups; Electronic Publishing; Writing Instruction; Questionnaires; Writing Achievement; Performance Based Assessment; Peer Evaluation; Second Language Learning; English (Second Language); Student Surveys; Interviews; Web 2.0 Technologies; Intermode Differences; Writing Improvement; Process Approach (Writing); Teaching Methods; Instructional Effectiveness; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Schreibunterricht; Fragebogen; Leistungsermittlung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerbefragung; Interviewing; Interviewtechnik; Prozessorientiertes Schreiben; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ausland; Türkei
Abstract	The present study investigated the effect of online peer feedback through blogs on Turkish EFL students' writing performance and their perceptions. Data were collected by using: a) Turkish EFL Students' Background Survey, b) interviews at the beginning and end of the term, c) first and revised drafts, and d) end-of-semester Questionnaire. The control group (15 students, classroom-based) attended in-class writing activities and utilized face-to-face oral discussions for peer feedback. The experimental group (15 students, blog-based) attended classes in the computer laboratory and integrated blog peer feedback into their process oriented writing classes. The results of mixed factorial analysis of variances (ANOVA) revealed that the students in both the control and experimental group improved their writing in their revised drafts. However, those in the experimental group showed higher performance in revised drafts. Finally, the analysis of interviews and end-of-semester questionnaires indicated positive perceptions on the use of blogs in their writing classes. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10