The Impact of Online and Face-to-Face Peer Feedback on Pre-Service Teachers in EFL Academic Writing

This mixed-method 14-week case study investigated the impact of peer feedback on Turkish English asa foreign language (EFL) prospective teachers’ attitudes to and performance in a blended academicwriting course in the tertiary setting. The peer feedback provision process involved online and faceto-face written peer feedback on weblogs, enhanced with a six-hour training phase for peer feedback.Weekly student journals, group feedback conferences, the end-of-the-semester survey, and the pre- andpost-writing tests were used in the data collection. The qualitative data were analyzed through contentanalysis and the quantitative data via descriptive statistics and an independent paired sample t-test. Thestudy indicated that the use of face-to-face and online peer feedback together was perceived as beneficialand effective by EFL pre-service teachers and that it led to a relatively successful performance in academicwriting. It is suggested that participants unfamiliar with peer revision be provided with trainingand continuous scaffolding/guidance to ensure the effectiveness of the process.


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Citation Formats
I. G. Kaçar, The Impact of Online and Face-to-Face Peer Feedback on Pre-Service Teachers in EFL Academic Writing. 2021.