The Effects of Mitigation Strategies Instruction in Peer Response to L2 Writing through Computer-Mediated Communication at University Level
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Peer response has been considered as face-threatening acts owing to its nature of requiring assessment on peers’ L2 writing. The proper use of mitigation strategies in peer interaction can serve the role of face-saving acts softening comments from each other. A few studies, however, have investigated mitigation strategies instruction on L2 peer response in the online environments. This study aims to investigate university students’ mitigation strategies in L2 written peer response, types of mitigation strategies in peer response through asynchronous computer-mediated communication (ACMC), and the effects of mitigation strategies instruction on developing students’ L2 writing abilities. The mixed research methods were conducted on 40 university students who enrolled in an English writing course. Students’ writing pre- and post-tests were gathered as quantitative data. Their writing assignments, online recordings of peer response were collected as the qualitative data. The findings are as follows. First, students employed various types of mitigation strategies in written peer response through ACMC, and the most frequently observed strategy was Hedges. Second, mitigation strategies instruction on written peer response through ACMC positively affects the improvement of students’ L2 writing abilities. Exploring the incorporation of either mitigated or unmitigated feedback in L2 writing is suggested for future research.
Abstract
Peer response has been considered as face-threatening acts owing to its nature of requiring assessment on peers’ L2 writing. The proper use of mitigation strategies in peer interaction can serve the role of face-saving acts softening comments from each other. A few studies, however, have investigated mitigation strategies instruction on L2 peer response in the online environments. This study aims to investigate university students’ mitigation strategies in L2 written peer response, types of mitigation strategies in peer response through asynchronous computer-mediated communication (ACMC), and the effects of mitigation strategies instruction on developing students’ L2 writing abilities. The mixed research methods were conducted on 40 university students who enrolled in an English writing course. Students’ writing pre- and post-tests were gathered as quantitative data. Their writing assignments, online recordings of peer response were collected as the qualitative data. The findings are as follows. First, students employed various types of mitigation strategies in written peer response through ACMC, and the most frequently observed strategy was Hedges. Second, mitigation strategies instruction on written peer response through ACMC positively affects the improvement of students’ L2 writing abilities. Exploring the incorporation of either mitigated or unmitigated feedback in L2 writing is suggested for future research.
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