From Feedback to Revision—How Can Collaborative Peer Feedback Make a Difference?

EasyChair Preprint 173

Abstract

Automated writing evaluation(AWE) has been used more and more often in ESL writing classrooms as it can provide instant feedback in addition to an automated score. However, many studies reveal that AWE alone might not fulfill its potential in helping students to improve writing due to its limitations. This study aims to find out how effectively AWE can be used in ELT writing classroom when collaborative peer feedback is incorporated into it.

A total of 80 EFL undergraduate students in a university in south China participated in the study and were randomly assigned into either the experimental or control group. Participants in the experimental group conducted mobile-assisted collaborative peer feedback after getting their AWE feedback while students in the control group just used AWE system autonomously.

A paired t-test indicated that collaborative peer feedback combined with AWE led to increased revision and positively impact students’ revision types and quality of texts. The experimental group’s revision significantly improved in terms of both holistic and analytic measurement. Further interview with students also reveals that students perceived comparatively more favorably when the collaborative feedback was conducted to facilitate students’ revising process. This research  suggests a implementation of collaborative peer feedback incorporating into AWE system which has pedagogical implications for EFL instruction

Keyphrases: awe, collaborative, peer feedback

@booklet{EasyChair:173,
  author    = {Lu Huang},
  title     = {From Feedback to Revision—How Can Collaborative Peer Feedback Make a Difference? },
  howpublished = {EasyChair Preprint 173},
  year      = {EasyChair, 2018}}