Cultivating Iranian IELTS Candidates' Writing Skills through Online Peer Feedback
A Mixed-Methods Inquiry
Bibliographic Data
| ID | 5686348 |
|---|---|
| Authors | Armon Rezai (0000-0001-9010-0168) |
| Editors | Ayoub Bahnasse |
| Year | 2022 |
| Volume | 2022 |
| Pages | 1-12 |
| Publication date | 2022-02-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Research International (JOURNAL) |
| Journal identifiers | ISSN: 2090-4010 • E-ISSN: 2090-4002 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1155/2022/6577979 |
| OpenAlex | W4212892489 |
| Language | EN |
| Citations received | 3 |
| References cited | 41 |
Though peer feedback has gained noticeable attention in second-language (L2) education in face-to-face classes, its effects on improving IELTS candidates' writing performance have remained unexplored in the Iranian EFL context. Thus, the present study aims to reach a two-fold purpose. First, it investigates the effects of online peer feedback (OPF) on improving Iranian IELTS candidates' writing performance. Second, it explores what the IELTS candidates' perceptions are about the efficacy of online peer feedback to cultivate their writing performance in the Iranian EFL context. To these aims, having been homogenized through the Oxford Quick Placement Test (OQPT), a total of 35 IELTS candidates were randomly assigned into an experimental group and a control group. The two groups went through pretest, treatment, posttest, and delayed posttest procedures. To collect the required qualitative data, 5 participants of the experimental group participated in a focus group interview. The data were analyzed using a one-way ANCOVA and content analysis. Findings documented that the experimental group outperformed the control group on the posttest and delayed posttest. Additionally, the qualitative results revealed that the participants had positive attitudes toward the potentials of OPF to cultivate writing skills. The study ends with proposing a range of implications and suggestions for further research
Context (archaeology · Focus group · Mathematics education · Medical education · Pedagogy · Peer feedback · Perception · Qualitative property · Test (biology · Computer Science · EFL/ESL Teaching and Learning · Medicine · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
Task-Based Language Teaching
English for Academic Purposes
The nature of feedback
A comparative study of peer and teacher feedback in a Chinese EFL writing class
Trends in Peer Learning
Relations between scripted online peer feedback processes and quality of written argumentative essay
To give is better than to receive
Focus on Formative Feedback
Incidental vocabulary acquisition in a second language
Beyond the IELTS test
Web-based peer review
Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning
Where angels fear to tread
On-Line Forums[1]
Comparing Teacher and Student Responses to Written Work
Using peer feedback in the ESL writing class
Learner Autonomy in L2 Writing
Collaborative writing
Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking
To What Extent Does the Involvement Load Hypothesis Predict Incidental L2 Vocabulary Learning? A Meta-Analysis
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |