عنوان مقاله:

نویسندگان:

Samira Iraji، Samrand Amini

The present study compared the impact of teacher- and peer-feedback on the writing performance of ELT learners in the Wiki-based environment. It also investigated whether Wiki can improve language learners’ writing performance or not. To this end, 80 intermediate Iranian language learners took part in the study. Both quantitative and qualitative methods were used. Pre-test and post-test writing topics were made use of to collect the required data. At the end of the treatment, a semi-structured interview was conducted to explore their experiences of feedback processes in Wiki. To analyze the collected data both independent sample t-test and paired-sample t-test (in SPSS25) were run. To analyze qualitative data, on the other hand, content analysis was preferred and possible themes were generated. Results manifested that peer feedback did have a better impact on the overall writing progress of the language learners. At the same time, both groups have progressed in the post-test, juxtaposed with their pre-test scores. Qualitative data showed that participants have mostly positive attitudes towards the use of Wiki, and they have perceived feedback processes (mostly peer feedback) as helpful in developing writing skills and communication. The findings of the present study may help teachers as well as language learners to take advantage of a more reliable environment that is not confined within the classrooms.

Peer Feedback, Teacher Feedback, Wiki, Writing Development

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Iraji، Samira، Amini، Samrand، 1398، Wiki and Different Feedback Types in EFL context: Peer feedback vs. Teacher Feedback، اولين کنفرانس بين المللي مطالعات زبان انگليسي، https://conf.ui.ac.ir/fa/archive_index.php?c=icels&aid=1505873