Peer-feedback and online interaction
A case study
Bibliographic Data
| ID | 11154245 |
|---|---|
| Authors | Martha Isabel Espitia (Universidad de La Sabana, corresponding author), Carolina Cruz Corzo (Universidad de La Sabana) |
| Year | 2013 |
| Volume | 18 |
| Issue | 2 |
| Publication date | 2013-08-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Íkala Revista de Lenguaje y Cultura (JOURNAL) |
| Journal identifiers | ISSN: 0123-3432 • E-ISSN: 2145-566X |
| Publisher | Universidad de Antioquia (PUBLISHER • CO) |
| DOI | 10.17533/udea.ikala.14519 |
| OpenAlex | W2166405526 |
| Language | EN |
| Citations received | 2 |
| References cited | 22 |
The implementation of information and communication technologies (ICTs) in the English as a Foreign Language (EFL) classroom has led to different practices and types of interaction. Online interaction allows teachers and students to use the target language beyond the classroom and provides students with more time to be exposed to and use the language. This case study aimed at understanding how a group of twelve students at Universidad de la Sabana, who participated in online forums as part of the requirements of a blended EFL course, interacted online to provide peer-feedback on written compositions. It also analyzed how online interaction was undertaken when using online forums. Findings suggest that participants raised awareness about the relevance of editing to avoid possible language problems by reviewing their peers' products and that the implementation of online peer feedback as an assessment strategy reveals students' beliefs towards language assessment
Computer-mediated communication · English as a foreign language · Mathematics education · Online discussion · Peer feedback · Relevance (law · The Internet · World Wide Web · Computer Science · E-Learning and Knowledge Management · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |