peer-review through synchronous and asynchronous CMC modes: A case study in a Taiwanese college English writing course
peer-review is an important instructional activity in process-approach English writing classrooms. Although peer-review through computer-mediated communication (CMC) has been credited as an alternative to face-to-face peer-review, the efficacy of online peer-review via synchronous CMC (SCMC) and asynchronous CMC (ACMC) modes has not been thoroughly explored. The case study examined 30 English-as-a-foreign-language (EFL) undergraduate students’ engagement in peer-review activities, commenting types made by reviewers, and students’ perceptions of peer-review via SCMC and ACMC modes. The results revealed that peer-review via both online modes, which share unique time- and space-independent features, different from the face-to-face mode, result in students’ high engagement and similar commenting types. However, the different nature of time use and interaction patterns between the two online modes still result in some discrepancy among commenting types and among perceptions of peer-review via the two modes.
Chang, C. (2009). peer-review through synchronous and asynchronous CMC modes: A case study in a Taiwanese college English writing course. The JALT CALL Journal, 5(1), 45-64.