The Impact of Blog-Mediated Peer Feedback and Peer Feedback Training on the Accuracy of French as a Second Language (FSL) Writing

The Impact of Blog-Mediated Peer Feedback and Peer Feedback Training on the Accuracy of French as a Second Language (FSL) Writing

• Maria-Lourdes Lira-Gonzales, Université du Québec en Abitibi-Témiscamingue, Canada

• Hossein Nassaji, University of Victoria, Canada

• Kuok Wa Chao, Universidad de Costa Rica, Costa rica

doi : https://dx.doi.org/10.18162/fp.2021.602

Résumé

This study compares the provision and efficacy of students’ peer feedback on blogs with and without previous feedback training. 35 students registered in a FSL university program in Costa Rica divided in three groups (untrained, trained and control) participated in this study. Data were obtained through students’ written productions in blogs and interviews. Results revealed that both peer feedback groups (untrained and trained) performed better than the control in the use of the target structure. The results of the interviews revealed advantages for blog mediated feedback as well as students’ concerns regarding peer feedback.

Abstract

This study compares the provision and efficacy of students’ peer feedback on blogs with and without previous feedback training. 35 students registered in a FSL university program in Costa Rica divided in three groups (untrained, trained and control) participated in this study. Data were obtained through students’ written productions in blogs and interviews. Results revealed that both peer feedback groups (untrained and trained) performed better than the control in the use of the target structure. The results of the interviews revealed advantages for blog mediated feedback as well as students’ concerns regarding peer feedback.