scholarly journals The effects of face-to-face and computer-mediated peer review on EFL writers’ comments and revisions

2015 ◽  
Vol 31 (1) ◽  
Author(s):  
Mei-ching Ho
Keyword(s):  
Foreign Language ◽  
Peer Review ◽  
Future Research ◽  
Chat Room ◽  
Online Chat ◽  
Chi Square ◽  
Efl Writing ◽  
Face To Face ◽  
Computer Mediated ◽  
Writing Course

<p>This study investigates the use of face-to-face and computer-mediated peer review in an English as a Foreign Language (EFL) writing course to examine how different interaction modes affect comment categories, students’ revisions, and their perceptions of peer feedback. The participants were an intact class of 13 students at a Taiwanese university. The computer-mediated peer review involved <em>OnlineMeeting</em>, software specifically designed for peer review activities and featuring a split screen protocol, document sharing, and chat room functions. The results of chi-square tests show that overall students offered more revision-oriented comments than non-revision-oriented ones among different writing tasks in either mode. Also, peer review mode affected some types of peer comments to a certain extent. There were significantly more global alteration comments and fewer local alteration comments in face-to-face than computer-mediated mode. While the participants liked comments via <em>Word</em>’s annotation features over handwritten comments, they felt face-to-face discussions to be more effective than online chat via <em>OnlineMeeting</em> due to the affordance of face-to-face talk (e.g., immediacy and paralinguistic features), that cannot be easily replaced by electronic chat. Pedagogical implications regarding the balanced use of computer-mediated and non-computer-mediated writing activities are discussed, along with suggestions for future research.</p>

Face-to-face and Computer-mediated Peer Review in EFL Writing

2013 ◽  
Vol 24 (2) ◽  
pp. 269-290 ◽  
Author(s):  
Mei-ching Ho ◽  
Sandra J. Savignon
Keyword(s):  
Peer Review ◽  
Efl Writing ◽  
Face To Face ◽  
Computer Mediated

Collaborative dialogue in synchronous computer-mediated communication and face-to-face communication

ReCALL ◽  
2017 ◽  
Vol 29 (3) ◽  
pp. 257-275 ◽  
Author(s):  
Gang Zeng
Keyword(s):  
Foreign Language ◽  
Computer Mediated Communication ◽  
Future Research ◽  
Collaborative Dialogue ◽  
Mediated Communication ◽  
Face To Face ◽  
Modality Effects ◽  
Computer Mediated ◽  
Efl Students

AbstractPrevious research has documented that collaborative dialogue promotes L2 learning in both face-to-face (F2F) and synchronous computer-mediated communication (SCMC) modalities. However, relatively little research has explored modality effects on collaborative dialogue. Thus, motivated by sociocultual theory, this study examines how F2F compares with SCMC regarding the generation of collaborative dialogue specifically in terms of its frequency and nature. Thirty-two Chinese English as a foreign language (EFL) students participated in this study and completed two types of collaborative tasks (i.e. dictogloss and jigsaw) in dyads in both modalities. The analyses of learners’ exchanges focused on language-related episodes (LREs), the instantiation of collaborative dialogue. The identified LREs were categorized based on their focus, outcome and type. A follow-up questionnaire was conducted to elicit students’ perspectives. The results revealed that LREs were more frequent in SCMC than in F2F. Furthermore, the analyses of the nature of LREs indicated some cross-modality differences: whereas SCMC LREs had the features of orthographical, correct and self-correction outcomes, F2F LREs were characterized by incorrect and request for assistance outcomes. Pedagogical implications and suggestions for the future research were also discussed.

scholarly journals Effects of Computer-Mediated Communication (CMC) Peer Review in an EFL Writing Course

2020 ◽  
Vol 10 (6) ◽  
pp. 417
Author(s):  
Yiwen Lin
Keyword(s):  
Peer Review ◽  
Review Process ◽  
Peer Review Process ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Efl Writing ◽  
Text Revision ◽  
Computer Mediated ◽  
Writing Course ◽  
High Level

This study aims to investigate the effects of the two-step blended computer mediated communication (CMC) peer review process (Word commenting followed by Zoom discussion) in an English writing course for 29 Chinese EFL learners, and their perceptions of this mode. Compared with previous studies, the findings of this study are encouraging: 1) the proportions of revision-oriented comments students gave reached at a high level of above 85% of the total comments; 2) students gave more local comments, but the ratio of revision-oriented comments in global areas to revision-oriented comments in local areas was more balanced (approximately 40% vs 60%); 3) the adoption rates of revision-oriented comments in text revision were also at a high level (63%-73%). What&rsquo;s more, most students held positive attitudes toward this mode, perceiving it useful in their text revision and development of writing ability. 65% of them expressed their willingness to attend this mode of review activities in the future. This study reveals that the two-step CMC peer review process with Word commenting followed by discussion via online video conferencing system can be used as a useful tool in EFL writing class. This study contributes to the current research on CMC peer review since most previous studies investigated effects of peer review using text-based CMC tools and little research has been done on speech-based tools.

Patterns of Peer Review in an EFL Writing Course in China

2016 ◽  
Vol 39 (1) ◽  
Author(s):  
Ding Yu
Keyword(s):  
Peer Review ◽  
Reading Scores ◽  
Future Research ◽  
Related Factors ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Courses ◽  
Peer Reviews ◽  
Writing Course ◽  
Good Attitude

AbstractPeer review is widely used in writing courses for both practical and pedagogical reasons, but little has been published on the characteristics of Chinese EFL learners’ review patterns. This study aimed to explore the types of peer comments, their distribution, and related factors in a Chinese context. It collected and analyzed in NVivo and SPSS 829 peer reviews, survey data, and students’ writing and reading scores. Results show that more than half of the comments focused on language, one third on social talk, and about ten percent on content and organization. Multiple regression results show that content score, organization score, good attitude, procrastination, and assignment type were related to the distribution and the length of comments, but many other influencing factors are to be revealed in future research.

scholarly journals Comparative study of the effect of face-to-face and computer mediated conversation modalities on student engagement: speaking skill in focus

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Maryam Bagheri ◽  
Zohre Mohamadi Zenouzagh
Keyword(s):  
Student Engagement ◽  
Placement Test ◽  
Chi Square ◽  
Transcription Analysis ◽  
Efl Learners ◽  
Face To Face ◽  
Computer Mediated ◽  
Speaking Skill ◽  
L1 Use ◽  
Chi Square Analysis

AbstractThis study investigated the potentials of face –to- face and computer mediated conversation (CMC) as two speaking modalities on students’ engagement. To this end, 30 Iranian male intermediate EFL learners were selected on the basis of their performance on OPT (Oxford Placement Test) and assigned into the research groups. The progression of face- to- face and CMC groups from limited to elaborate engagement at verbal, paralinguistic and functional levels was assessed using transcription analysis in face-to-face group and chat log analysis in CMC group. The limited and elaborate student engagement indicators in two modalities were identified via Maxqda software. The results of Maxqda analysis indicated that limited engagement was associated with appeal for help, silence, pauses and hesitations, focus on syntax, involvement with procedural talk and L1 use. Respectively, elaborate engagement was associated with avoiding L1 use, focus on discourse, involvement with actual talk and strategic discourse management rather than pause and silence. Chi-square analysis on frequency of indicators of limited and elaborate engagements on verbal, paralinguistic and functional levels indicated that limited and elaborate engagements occurred with different proportions in face-to-face and CMC conversations. Teaching practitioners would benefit the findings of the study since the findings illustrate how students’ engagement in learning evolves and how speaking modalities may impact the pattern of students’ engagement over time. The finding also suggest one way for improving student engagement without over-intervening of teachers is using modalities such as forums where the teacher presence is limited and students have to manage the discourse themselves which in turn increases student engagement.

Cyber Conflict and Management

2012 ◽  
pp. 1088-1095
Author(s):  
Kumi Ishii ◽  
Brittany R. Black
Keyword(s):  
Daily Life ◽  
Computer Mediated Communication ◽  
Online Communication ◽  
Future Research ◽  
Mediated Communication ◽  
Research Directions ◽  
Face To Face ◽  
Computer Mediated ◽  
Future Research Directions ◽  
Cyber Conflict

With the diffusion of networked technology in our society, online communication has become an integral part of daily life, and conflict no longer occurs only in face-to-face (FtF) contexts. Many people experience cyber conflict (i.e., a perceived incompatibility of goals among two or more cyber parties over computer-mediated communication (CMC) or online communication) and manages it online. While research in this significant and emerged topic is scattered across contexts and disciplines, this chapter provides preliminary knowledge by discussing the antecedents and outcomes of cyber conflict as well as factors that affect cyber conflict management. The chapter also offers future research directions.

EXPLORING LEARNER PERCEPTION AND USE OF TASK-BASED INTERACTIONAL FEEDBACK IN FTF AND CMC MODES

2013 ◽  
Vol 36 (1) ◽  
pp. 1-37 ◽  
Author(s):  
Laura Gurzynski-Weiss ◽  
Melissa Baralt
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Intermediate Level ◽  
Face To Face ◽  
Stimulated Recall ◽  
Computer Mediated ◽  
Accurate Perception ◽  
Learner Perception

Theoretical claims about the benefits of corrective feedback have been largely premised on learners’ noticing of feedback (e.g., Gass & Mackey, 2006; Long, 1996; Schmidt, 1990, 1995; Swain, 1995), and findings have demonstrated that both the feedback target (Mackey, Gass, & McDonough, 2000) and the mode of provision (Lai & Zhao, 2006) can affect learners’ accurate perception of feedback. The current study extended this research by investigating learners’ perception and use of feedback provided in task-based interaction in both computer-mediated (CMC) and face-to-face (FTF) modes. Utilizing stimulated recall, the study examined if 24 intermediate-level learners of Spanish as a foreign language accurately noticed feedback as feedback, if they noticed the feedback target, and if the environment in which they interacted (CMC vs. FTF) made a difference in their accuracy. The study also investigated if modality affected opportunities for modified output immediately following feedback and if learners used those opportunities differently according to mode. Results demonstrated that, overall, learners did notice feedback as feedback in both modes. Contrary to expectations, there were no statistical differences between modes in feedback perception accuracy. Significant differences were found, however, in learners’ opportunities for and use of feedback depending on the interaction environment and the type of error being addressed.

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