Online Interactional Feedback in Second Language Writing: Through Peer or Tutor?
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| Title | Online Interactional Feedback in Second Language Writing: Through Peer or Tutor? |
| Authors | |
| Abstract | The purpose of this study is to investigate whether the implementation of e-collaboration and e-tutoring will have any effect on students’ writing proficiency. It is argued that interactional feedback (peer or tutor) including negotiation and recasts can facilitate writing skill development in L2 (Lynch, 2002). 83 male and female EFL students, taking English courses in a language school in Bojnourd-Iran, formed the participants of this quasi-experimental intact-group study. The participants were assigned into experimental and control groups. A couple of instruments were employed to collect data: the TOEFL Writing Test, researchers-made pre and post tests, and an Information Technology Questionnaire (2009). Data analysis through one-way ANOVA revealed significant differences between e-partnering and e-tutoring groups (p<0.05). The results also showed that though both e-partnering and e-tutoring enhanced writing proficiency, learners in e-partnering group outperformed those in e-tutoring group. The study findings indicate that e-collaboration/e-partnering can improve learners writing skill if integrated into the EFL curriculum designed for pre-intermediate level. |
| Publisher | ACADEMY PUBLISHER |
| Date | 2011-05-01 |
| Source | Theory and Practice in Language Studies Vol 1, No 5 (2011) |
| Rights | Copyright © ACADEMY PUBLISHER - All Rights Reserved.To request permission, please check out URL: http://www.academypublisher.com/copyrightpermission.html. |