Web-Enhanced Peer Feedback in ESL Writing Classrooms a Literature Review

Autor/in	Elboshi, Atif
Titel	Web-Enhanced Peer Feedback in ESL Writing Classrooms a Literature Review
Quelle	In: English Language Teaching, 14 (2021) 4, S.66-76 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Elboshi, Atif)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Peer Evaluation; Writing Instruction; Teaching Methods; Critical Thinking; Thinking Skills; Feedback (Response); Writing Evaluation; Second Language Learning; Second Language Instruction; English (Second Language); Social Networks; Electronic Publishing; Writing Improvement; Writing Skills; Student Attitudes; Criticism; Fear; Web Sites; Web Based Instruction; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Denkfähigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Social network; Soziales Netzwerk; Elektronisches Publizieren; Writing skill; Schreibfertigkeit; Schülerverhalten; Kritik; Furcht; Web-Design; Web Based Training; Ausland; Kanada
Abstract	This paper aims to review literature on the impact of using web-based technology such as blogs and social networks to facilitate and promote peer feedback in ESL writing classrooms. It also investigates how giving and receiving comments from peer students can improve students' performance in writing as well as their critical thinking skills. A combination of 47 peer reviewed studies were included in this review. All these studies were found on MUN online library and the selection criteria I used in searching was studies that are relevant to: ESL writing, the importance of peer feedback and the role that web-based technology can do to facilitate peer feedback in ESL writing classrooms. The results showed that reflective assessment of peers' writing helps students develop their peers' and their own writing performance. They also stressed the role of web-based technology in providing a stimulating environment for students to reflect on peers' written work. However, some studies revealed the challenges that might affect using this technology such as students' reluctance, fear of sharing writing online and their sensitivity to being criticized publicly. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01