The Effect of E-tutoring and E-partnering on Iranian EFL Students’ Writing

The current study examined the effects of two kinds of corrective feedback in writing via tele-collaboration namely e-partnering and e-tutoring on the basis of E-mail feedback as atele-collaboration tool among Iranian intermediate EFL learners. This quasi-experimental design study consisted of three group namely e-tutoring, e-partnering and control group. Allgroups of studies participated for 6 weeks and 12 sessions and the number of participants were 60 that were divided into three groups of studies. In the e-tutoring experimental group, students were asked to respond through emails and correct the other classmates. In the otherexperimental group, the students sent their works together and if they liked to correct theirwork, they could correct their feedback without any force. The control group corrected their writing by paper based feedback. In order to homogenize the participants, the TOEIC test wasapplied and after homogenization, the CATW test was selected to use as pre-test and post-test.The results of the study showed that there was a significant difference between the experimental groups and the control group in favor of the experimental groups on the achievement of thepost-test which may be attributed to the technique of the email-based writing instructional program. On the basis of the results of the present study, it became evident that e-partnering had a significant effect on increasing the correct writing. There are several implications for theteachers and material developers with the help of this research. The main implication is the fruitful usage of e-partnering to be used as a computer-based method for corrective writing.

Keywords:

writing , e-partnering , e-tutoring , tele-collaboration