Effect of Computer-Mediated vs. Face-to-Face Peer Feedback on L۲ Introverted vs. Extroverted Learners’ Writing Ability and Language-Related Episodes
Publish place: Journal of Language Horizons، Vol: 5، Issue: 2
Publish Year: 1400
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_LGHOR-5-2_003
تاریخ نمایه سازی: 19 دی 1400
Abstract:
This study investigated the effect of face-to-face and computer-mediated peer feedback on L۲ introverted and extroverted learners’ writing ability and language-related episodes. Eighty-six L۲ intermediate English language learners were randomly assigned to two different treatment groups: computer-mediated and face-to-face peer feedback. In computer-mediated classes, the participants exchanged peer feedback and discussed comments using Google Docs platform. Meanwhile, in the face-to-face group, the participants exchanged comments on paper; they also gathered once a week to discuss comments face-to-face. The results revealed that the introverts in the computer-mediated group improved more significantly than the introverts in the face-to-face group. However, the extroverts of both face-to-face and computer-mediated groups improved equally. The findings also indicated that both introverts and extroverts in the computer-mediated group produced more language-related episodes than their counterparts in face-to-face group. Further, the pairing patterns of introverted and extroverted learners were found to have effects on the number of language-related episodes generated by them.
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Authors
محمد حامد هومان فرد
PhD in ELT, English Language Department, Payame Noor University, Tehran, Iran
محمد رحیمی
Associate Professor, Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
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