The Impact of Different Modes of Collaborative Interactions among Peers: Peer Review and Revisions in Electronic vs. Traditional Modes on L2 Writing

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.