Peer Review via Three Modes in an EFL Writing Course

Abstract In the past few decades, the integration of virtual peer review has been implemented as an instructional procedure in second-language writing courses. Previous studies have been interested in comparing the effects of different communication modes and have endeavored to find out which mode is most effective. This paper reports a study examining how a combination of three modes (face-to-face, synchronous, and asynchronous CMC) influenced and might benefit students’ peer review. The results indicate that the affordance of the three modes influenced students’ task engagement, comment categories, and perception of peer review. The results further suggest that a combination of different modes in the multiple-draft process may benefit peer review and satisfy individual preferences towards the mode for peer review. The results imply that arranging various modes appropriately at different stages of drafting and customizing peer review training in using these modes may maximize the effects of peer review in the writing process.

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