Peer Online Feedback and Teacher Online Feedback on Iranian Writing Performance

International Journal of Foreign Language Teaching and Research

دوره 10، شماره 43، اسفند 2022، صفحه 155-165   

نوع مقاله: Research Papers

شناسه دیجیتال (DOI): 10.30495/jfl.2022.697412

نویسندگان

Mohammad Azizi¹؛ Reza Shams^{* 2}؛ Narges Tavassoli³

¹Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran

²Department of National Security, Supreme National Defense University, Tehran, Iran

³Department of English, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran

چکیده

This study aimed to investigate the effectiveness of using online peer and teacher feedback on Iranian EFL learners writing performance. To this end, a group of 28 homogenous learners were selected to participate in this study. They were divided into two equal sets; the first group received online peer feedback and the second group received online teacher feedback. In order to obtain the results of the treatments, two types of t-tests were run. First, to check the effectiveness of the two types of online feedback, paired sample t-tests and to make the comparison between the TF and PF independent sample t-test was run. Results of the study indicated that both types of online corrective feedback are effective. However, the TF group outperformed the PF one. Therefore, technology integration in L2 classrooms and, more specifically, providing learners with online corrective feedback will lead to more progress in EFL learners' writing performance.

کلیدواژه‌ها

peer feedback؛ teacher feedback؛ writing

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