EFFECT OF CORRECTIVE FEEDBACK ON REVISION THROUGH COMPUTER-MEDIATED INSTRUCTION: THE PAKISTANI EFL CONTEXT

Abstract

Computer-mediated technology communication is very effective tool in such an environment. However, there is little to see how peer response feedback through computer-mediated communication processes in EFL classroom. The current study explored ‘how EFL learners provided feedback to their peers and its impact on revision’. The study also investigated the factors which impacted students’ writing comments, and using computers for peer responses. Mixed methods approach was used to collect data in two different writing tasks as part of a students’ English course. Findings revealed that peer response task was complicated which was influenced by different contextual factors.  The results showed that EFL students’ using feedback was based on their need and focus remained on the content. The peer feedback had not direct impact on revision; the participants initiated revisions mostly themselves without their peers’ suggestions. Findings also revealed that the impact of peer response was strong on the length of essays but weak on communicative purpose. Although characteristics of writing tasks and proficiency in language were factors affecting the feedback writing for peers yet the role of computer mediation was considered supplementary to the oral peer response