This study reports on how students construct new language knowledge by indirect feedback in web-based collaborative writing. Indirect feedback (text organization, reader-based perspectives, and clarity of purpose) encourages students to negotiate meaning instead of merely copying peers' direct feedback on grammatical corrections. According to the…

Few studies have been conducted to see how blog-based peer response helps students to improve their writing revisions. The present study investigates peer comments made through blogs, the nature of the comments and their areas of focus, and the ratios of students incorporating suggestions made through blog-based comments into revisions of their…

Recognizing that graduate students seldom have the opportunity to participate collaboratively, either in providing or receiving feedback to improve their academic writing skills, this study reports on the design of a computer-supported collaborative learning (CSCL) system used to investigate how graduate students transform and construct their…