Empowering EIL learning with a Web 2.0 resource: An initial finding from the cross campus Storybird feedback study |
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| Affiliation: | 1. Orthopedics and Traumatology Service, Hospital Santa Teresa, Petrópolis and Universidade Federal Fluminense, Niterói, Rio de Janeiro, Brazil;2. Orthopedics and Traumatology at the Orthopedics and Traumatology Service, Hospital Santa Teresa, Petrópolis, Rio de Janeiro, Brazil;3. Nova Monteiro Orthopedics and Traumatology Service, Hospital Municipal Miguel Couto, Rio de Janeiro, Brazil;4. Universidade Federal de Minas Gerais, Belo Horizonte, Minas Gerais, Brazil;5. Trauma Service, Hospital do Trauma e Hospital Escola São Vicente Paula, Passo Fundo, Rio Grande do Sul, Brazil;6. Universidade Federal Fluminense, Niterói, Rio de Janeiro, Brazil;1. School of Life and Medical Sciences, University of Hertfordshire, Hatfield, UK;2. School of Applied Sciences, Bournemouth University, Christchurch House, Talbot Campus, Fern Barrow, Poole, UK;3. Faculty of Psychology & Educational Sciences; Semnan University, Semnan, Islamic Republic of Iran;1. Department of Infectious Disease, Heping Hospital Attached to Changzhi Medical College, Changzhi 046000, China;2. Department of Hematology, Heping Hospital Attached to Changzhi Medical College, Changzhi 046000, China;3. Central Laboratory, Heping Hospital Attached to Changzhi Medical College, Changzhi 046000, China |
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| Abstract: | Although much has been researched about feedback on traditional paper or wordprocessed compositions, responded to offline, little has yet been done on compositions published and responded to in a web 2.0 environment. This study therefore investigates the anonymous asynchronous non-reciprocal feedback given by 139 peers online to 56 English compositions published on the Storybird website by Taiwanese English major university students of two proficiency levels. Feedback responses were downloaded and submitted to detailed qualitative analysis leading to a taxonomy of feedback types which also provided quantitative findings. Overall the feedback was unlike that often reported in traditional studies of feedback given to non-native speakers by peers or teachers. Instead of a corrective and language oriented focus we found more attention paid to content, with a strong element of genuinely communicative response approximating feedback as conversation, consistent with the social function of Web 2.0. There was also evidence of respondents adjusting their feedback to the proficiency of the writer, not just in giving more language oriented feedback to weaker writers but also in mitigating its impact by greater use of interpersonal cues and communicative responses. |
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| Keywords: | Feedback (review) EIL Peer evaluation Web 2 0 |
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