Collaborative Discussion and Peer Review Activity in Computer-Mediated EFL Writing
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The aim of this study was to investigate the learners’ performance on online peer review activity and their views on computer-mediated writing interaction in English. Students were assigned to be engaged in online activities with given tasks and topics to be discussed during the online collaborative activities. Furthermore, the students were involved in reciprocal teaching during the course of the term. In order to answer questions, 64 samples of group writing were collected and analysed. After finishing online activities, students were asked to fill in the questionnaire and open-ended survey to find out learners’ views on online activity. The study showed that in online peer review activity, learners were interested in finding grammatical errors, providing additional grammatical explanations, paraphrasing the sentences, commenting on styles of writing, suggesting colloquial expressions, performing self-repair and self-clarification, adding post interaction, translating some words into English and so on. By the same token, learners made some incorrect suggestion as well. In the view of online writing and peer review activity, there were more positive opinions than negative ones. Learners showed more favorable attitude on direct instructions, guidance and feedback from the teacher. Learners generally showed strong interests in online collaborative learning and high expectations on the improvement of writing ability through online activities.
Abstract
The aim of this study was to investigate the learners’ performance on online peer review activity and their views on computer-mediated writing interaction in English. Students were assigned to be engaged in online activities with given tasks and topics to be discussed during the online collaborative activities. Furthermore, the students were involved in reciprocal teaching during the course of the term. In order to answer questions, 64 samples of group writing were collected and analysed. After finishing online activities, students were asked to fill in the questionnaire and open-ended survey to find out learners’ views on online activity. The study showed that in online peer review activity, learners were interested in finding grammatical errors, providing additional grammatical explanations, paraphrasing the sentences, commenting on styles of writing, suggesting colloquial expressions, performing self-repair and self-clarification, adding post interaction, translating some words into English and so on. By the same token, learners made some incorrect suggestion as well. In the view of online writing and peer review activity, there were more positive opinions than negative ones. Learners showed more favorable attitude on direct instructions, guidance and feedback from the teacher. Learners generally showed strong interests in online collaborative learning and high expectations on the improvement of writing ability through online activities.
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