The impact of e-feedback on the revisions of L2 writers in an academic writing course |
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Authors: | Frank Tuzi [Author Vitae] |
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Affiliation: | MTS Technologies, Johnstown, PA 15901, USA |
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Abstract: | This study explored the relationship between electronic feedback (e-feedback) and its impact on second-language (L2) writers’ revisions specifically focusing on how L2 students responded to their peers and what kinds of revisions they made as a result of the feedback they received. The 20 L2 writers wrote, responded, and revised on a database-driven web site specifically designed for writing and responding. Other forms of feedback they received included oral feedback from friends and peers and from face-to-face meetings with university writing center tutors. Results suggest students preferred oral feedback. However, e-feedback had a greater impact on revision than oral feedback, implying that e-feedback might be more useful. Additionally, e-feedback helped L2 writers focus on larger writing blocks. Thus, L2 writers may use e-feedback to create macro revisions. This exploratory study highlights a new form of revising and responding and offers insights into joining oral response to online collaboration. |
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Keywords: | E-feedback Electronic response Peer feedback Revision Second language (L2) writing Teacher feedback |
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