Type Paper
License CC BY 4.0

Weblog-mediated peer editing and some pedagogical recommendations: A case study

Abstract

As a medium for facilitating improvement in EFL learners’ writing, weblogs hold great potential. This study investigates blog-based electronic feedback (e-feedback) with respect to linguistic characteristics, accuracy levels, and revision rates, in the hope of discussing possible pedagogical recommendations for a blog-based English writing environment. The participants comprised thirty undergraduate students from a university in northern Taiwan. These students participated in a blog project, which required them to respond to essays written by others as well as posting their own work on weblogs. Data was mainly collected from those learners’ writing assignments and e-feedback. Peer comments were analyzed to sound out the linguistic characteristics and accuracy levels of e-feedback and subsequent revisions in writing. Results showed that EFL students commented on writing in a rather unbalanced manner, highlighting micro-level and weakening macro-level components. Also, the accuracy level of comments provided did not significantly predict student revision. Considering the results, it is recommended that students be provided with peer-editing training before the outset of peer editing on CMC modes, and be encouraged to collaborate with peers in a moderate or large group size for weblog-based peer-editing.

Citation

Wang, H. (2009). Weblog-mediated peer editing and some pedagogical recommendations: A case study. The JALT CALL Journal, 5(2), 29-44. https://doi.org/10.29140/jaltcall.v5n2.78

DOI

https://doi.org/10.29140/jaltcall.v5n2.78