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dc.contributor.author Kim, Yun-Seon en_US
dc.date.accessioned 2011-06-09T21:40:54Z en_US
dc.date.available 2011-06-09T21:40:54Z en_US
dc.date.issued 2007 en_US
dc.identifier.uri http://hdl.handle.net/10125/20189 en_US
dc.description.abstract This study investigates the differences between two writing classes which have the same textbooks, content, and course objectives of academic literacy achievement but have different modes of instruction: technology-enhanced versus traditional. It examined how peer feedback differs in these two contexts and how those differences affect students’ revisions. The data was collected from multiple sources: oral interaction in peer review sessions, written responses, and student and teacher interviews and a classroom observation. The results evidenced that the modes of communication in the form of peer feedback did not have any obstacles for the L2 writings in the on-line class. en_US
dc.format.extent 38 pages en_US
dc.subject online class en_US
dc.subject interaction en_US
dc.subject L2 writing en_US
dc.subject modality en_US
dc.subject revision en_US
dc.title The Impact of Different Modes of Collaborative Interactions among Peers: Peer Review and Revisions in Electronic vs. Traditional Modes on L2 Writing en_US

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