This study investigates the use of face-to-face and computer-mediated peer review in an English as a Foreign Language (EFL) writing course to examine how different interaction modes affect comment categories, students' revisions, and their perceptions of peer feedback. The participants were an intact class of 13 students at a Taiwanese university.…

This paper reports on the experience of seven Saudi female ESL students who worked collaboratively in an interactive online writing environment over a period of four weeks. It chronicles their experiences with online writing tasks, documents their responses to online feedback, and examines their attempts to cope with different settings and…

This paper describes a graduate-level scientific/academic writing course for non-native speakers (NNS) of English at Ben-Gurion University of the Negev (BGU), Israel, which is taught in a technology-enhanced or blended learning environment. The use and integration of electronic discourses, such as email and Powerpoint, on-screen marking…