Effect of Computer-Mediated Peer Written Feedback on ESL/EFL Writing: A Systematic Literature Review

Wei Jiang, Angelica Ribeiro

Abstract


The current systematic literature review intends to obtain a comprehensive understanding of the effect of computer-mediated peer written feedback on adult English as a second language (ESL)/English as a foreign language (EFL) writing through a systematic synthesis of primary peer-reviewed studies published from 2000 to 2016. Using a Grounded Theory approach, the included 12 studies were carefully reviewed and coded in a theme-based coding system by the authors. This review summarized information on research design, results, discussions, and limitations extracted from the included studies. The findings confirmed the conclusion from previous research syntheses on the effect of peer feedback and CMC in second language acquisition (SLA; Chen, 2016; Lin, 2015) and acknowledged the positive impact of computer-mediated peer written feedback on adult ESL/EFL writing. However, factors that could fluctuate the effect of this approach were also identified, including CMC technology, types and content of peer feedback, learners' language proficiency and technology anxiety. Based on the findings, this review further proposed a) research needs in the areas of peer feedback in SLA and b) implications for ESL/EFL teachers to effectively employ computer-mediated peer written feedback as an instructional strategy in writing classrooms.

Keywords


computer-mediated communication; peer written feedback; ESL/EFL writing; systematic literature review

Full Text:

PDF

References


AbuSeileek, A., & Abualsha'r, A. (2014). Using peer computer-mediated corrective feedback to support EFL learners’ writing. Language Learning & Technology, 18, 76-95. doi:10.1111/jcal.12004

Alvarez, I., Espasa, A., & Guasch, T. (2012). The value of feedback in improving collaborative writing assignments in an online learning environment. Studies in Higher Education, 37, 387-400. doi:10.1080/03075079.2010.510182

Arnold, N., Ducate, L., & Kost, C. (2012). Collaboration or cooperation? Analyzing group dynamics and revision processes in wikis. CALICO Journal, 29, 431-448. doi:10.11139/cj.29.3.431-448

Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., & Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. Computers & Education, 59, 524-534. doi:10.1016/j.compedu.2011.12.022

Bower, J., & Kawaguchi, S. (2011). Negotiation of meaning and corrective feedback in Japanese/English eTandem. Language Learning & Technology, 15, 41-71. Retrieved from http://llt.msu.edu/issues/february2011/bowerkawaguchi.pdf

Braine, G. (1997). Beyond word processing: Networked computers in ESL writing classes. Computers and Composition, 14, 45–58. doi:10.1016/S8755-4615(97)90037-2

Caulk, N. (1994). Comparing teacher and student responses to written work. TESOL Quarterly, 28, 181–188. doi:10.2307/3587209

Chen, T. (2016). Technology-supported peer feedback in ESL/EFL writing classes: a research synthesis. Computer Assisted Language Learning, 29, 365-397. doi:10.1080/09588221.2014.960942

Cho, K., & MacArthur, C. (2010). Student revision with peer and expert reviewing. Learning and Instruction, 20, 328-338. doi:10.1016/j.learninstruc.2009.08.006

Diez-Bedmar, M. B., & Perez-Paredes, P. (2012). The types and effects of peer native speakers' feedback on CMC. Language Learning & Technology, 16, 62-90. Retrieved from: http://llt.msu.edu/issues/february2012/diezbedmarperezparedes.pdf

Ellis, R., & Shintani, N. (2015). Exploring language pedagogy through second language acquisition research. New York, NY: Routledge.

Elola, I., & Oskoz, A. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning & Technology, 14(3), 51-71. Retrieved from: http://llt.msu.edu/vol14num3/elolaoskoz.pdf

Guasch, T., Espasa, A., Alvarez, I. M., & Kirschner, P. A. (2013). Effects of feedback on collaborative writing in an online learning environment. Distance Education, 34, 324-338. doi:10.1080/01587919.2013.835772

Gutiérrez, X. (2008). What does metalinguistic activity in learners' interaction during a collaborative L2 writing task look like? The Modern Language Journal, 92, 519-537. doi:10.1111/j.1540-4781.2008.00785.x

Ho, M. (2012). The efficacy of electronic peer feedback: from Taiwanese EFL students' perspectives. International Journal of Arts & Sciences, 5, 423-428. Retrieved from: http://universitypublications.net/ijas/0505/pdf/PRG405.pdf

Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language Teaching, 39, 83-101. doi:10.1017/S0261444806003399

Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13, 79-95. Retrieved from: http://llt.msu.edu/vol13num1/kessler.pdf

Kim, H. N. (2008). The phenomenon of blogs and theoretical model of blog use in educational contexts. Computers & Education, 51, 1342-1352. doi:10.1016/j.compedu.2007.12.005

Kim, H. Y. (2014). Learning opportunities in synchronous computer-mediated communication and face-to-face interaction. Computer Assisted Language Learning, 27, 26-43. doi:10.1080/09588221.2012.692386

Lantolf, J. & Thorne, S. L. (2007). Sociocultural Theory and Second Language Learning. In. B. van Patten & J. Williams (eds.), Theories in Second Language Acquisition (pp. 201-224). Mahwah, NJ: Lawrence Erlbaum.

Lee, C., Cheung, W. K. W., Wong, K. C. K., & Lee, F. S. L. (2013). Immediate web-based essay critiquing system feedback and teacher follow-up feedback on young second language learners' writings: an experimental study in a Hong Kong secondary school. Computer Assisted Language Learning, 26, 39-60. doi:10.1080/09588221.2011.630672

Lin, H. (2015). A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA. Language Learning & Technology, 19, 85-117. Retrieved from: http://llt.msu.edu/issues/june2015/lin.pdf

Liu, J., & Sadler, R. W. (2003). The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2, 193-227. doi:10.1016/S1475-1585(03)00025-0

Loewen, S. (2014). Introduction to instructed second language acquisition. New York, NY: Routledge.

Long, M. H. (1981). Input, interaction, and secondâ€language acquisition. Annals of the New York Academy of Sciences, 379(1), 259-278. doi:10.1111/j.1749-6632.1981.tb42014.x

Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19, 37-66. doi:10.1191=1362168804lr146oa

Matsumura, S., & Hann, G. (2004). Computer anxiety and students' preferred feedback methods in EFL writing. The Modern Language Journal, 88, 403-415. doi:10.1111/j.0026-7902.2004.00237.x

Min, H. T. (2006). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15, 118-141. doi:10.1016/j.jslw.2006.01.003

Mompean, A. R. (2010). The development of meaningful interactions on a blog used for the learning of English as a Foreign Language. ReCALL, 22, 376-395. doi:10.1017/S0958344010000200

Nguyen, P. T. T. (2012). Peer feedback on second language writing through blogs: The case of a Vietnamese EFL classroom. Computer-Assisted Language Learning and Teaching, 2, 13-23. doi:10.4018/ijcallt.2012010102

Novakovich, J. (2016). Fostering critical thinking and reflection through blogâ€mediated peer feedback. Journal of Computer Assisted Learning, 32, 16-30. doi:10.1111/jcal.12114

Ortega, L. (2005). Methodology, epistemology, and ethics in instructed SLA research: An introduction. The Modern Language Journal, 89, 317-327. doi:10.1111/j.1540-4781.2005.00307.x

Ortega, L. (2012). Epilogue: Exploring L2 writing-SLA interfaces. Journal of Second Language Writing, 21, 404-415. doi:10.1016/j.jslw.2012.09.002

Ozfidan, B., Machtmes, K., & Demir, H. (2014). Socio-cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners. European Journal of Education Research, 3 (4), 185-191. doi. 10.12973/eu-jer.3.4.185

Ozfidan, B. & Burlbaw, L. (2017). A Literature-Based Approach on International Perspectives of Bilingual Education. Journal of Educational Issues. 3 (2), 25- 40. doi.10.5296/jei.v3i2.11551

Paulus, T. M. (1999). The effect of peer and teacher feedback on student writing. Journal of Second Language Writing, 8, 265–289. doi:10.1016/S1060-3743(99)80117-9

Park, C., & Cho, S. (2014). The Effects of Korean Learners' Online Experiences on Their English Writing. Turkish Online Journal of Educational Technology-TOJET, 13, 202-209.

Peterson, M. (2009). Learner interaction in synchronous CMC: A sociocultural perspective. Computer Assisted Language Learning, 22, 303-321. doi:10.1080/09588220903184690

Polio, C. (2012). The relevance of second language acquisition theory to the written error correction debate. Journal of Second Language Writing, 21, 375-389. doi:10.1016/j.jslw.2012.09.004

Qi, D. S., & Lapkin, S. (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, 10, 277-303. doi:10.1016/S1060-3743(01)00046-7

Robinson, P. (1995). Attention, memory, and the “noticing†hypothesis. Language Learning, 45, 283-331. doi:10.1111/j.1467-1770.1995.tb00441.x

Rodgers, K. J., Horvath, A. K., Jung, H., Fry, A. S., Diefes-Dux, H., & Cardella, M. E. (2014). Students’ perceptions of and responses to teaching assistant and peer feedback. Interdisciplinary Journal of Problem-based Learning, 9, 36-56. doi:10.7771/1541-5015.1479

Sachs, R., & Polio, C. (2007). Learners' uses of two types of written feedback on a L2 writing revision task. Studies in Second Language Acquisition, 29, 67-100. doi:10.1017/S0272263107070039

Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language Learning & Technology, 13, 96-120. Retrieved from: http://llt.msu.edu/vol13num1/sauro.pdf

Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158. doi:10.1093/applin/11.2.129

Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge, UK: Cambridge University Press.

Sheen, Y. (2010). Differential effects of oral and written corrective feedback in the ESL classroom. Studies in Second Language Acquisition, 32, 203-234. doi:10.1017/S0272263109990507

Shintani, N. (2015). The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: A case study. Computer Assisted Language Learning, 29, 517-538. doi:10.1080/09588221.2014.993400

Sotillo, S. (2005). Corrective feedback via instant messenger learning activities in NS-NNS and NNS-NNS dyads. CALICO Journal, 22, 467-496. doi:10.1558/cj.v22i3.467-496

Strobl, C. (2014). Affordances of Web 2.0 technologies for collaborative advanced writing in a foreign language. CALICO Journal, 31, 1-18. doi:10.11139/cj.31.1.1-18

Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34-41.

Wang, Y. C. (2015). Promoting collaborative writing through wikis: a new approach for advancing innovative and active learning in an ESP context. Computer Assisted Language Learning, 28, 499-512. doi:10.1080/09588221.2014.881386

Warschauer, M. (2013). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2/3), 7-26. doi:10.1558/cj.v13i2-3.7-26

Watanabe, Y. (2008). Peer-peer interaction between L2 learners of different proficiency levels: Their interactions and reflections. Canadian Modern Language Review, 64, 605-635. doi:10.3138/cmlr.64.4.605

Wichadee, S. (2013). Facilitating Students’ Learning with Hybrid Instruction: A Comparison among four learning styles. Turkish Online Journal of Distance Education-TOJDE, 14, 260-270. Retrieved from: http://www.redalyc.org/html/2931/293125761005/

Wu, W. C. V., Petit, E., & Chen, C. H. (2015). EFL writing revision with blind expert and peer review using a CMC open forum. Computer Assisted Language Learning, 28, 58-80. doi:10.1080/09588221.2014.937442

Xu, Y. (2007). Re-examining the effects and affects of electronic peer reviews in a first year composition. The Reading Matrix: An International Online Journal, 7(2), 1-21. Retrieved from: http://www.readingmatrix.com/articles/xu/article.pdf

Yang, Y. F. (2010). Students’ reflection on online self-correction and peer review to improve writing. Computers & Education, 55, 1202-1210.

Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15, 179-200. doi:10.1016/j.compedu.2010.05.017

Yang, Y. F., & Meng, W. T. (2013). The effects of online feedback training on students’ text revision. Language Learning & Technology, 17, 220-238. doi:10.1016/j.jslw.2006.09.004


Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Electronic International Journal of Education, Arts, and Science (EIJEAS)

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.