This study investigated the effects of synchronous computer-mediated communication (SCMC) mode and interlocutor familiarity on frequency and characteristics of peer feedback in L2 interaction. Fifty dyads of EFL learners were equally assigned into familiar (+/--) groups and performed an interactive task in two SCMC modes (text/video-chats). After…

This study investigated how one type of learner-generated information and content, i.e. inter-group peer online feedback, provided on a wiki writing assignment for an English for Academic Purposes (EAP) course, could contribute to student L2 writing. Using a mixed method approach, more than 1000 entries of online peer comments were collected,…

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…

This study investigates a computer-assisted pronunciation training (CAPT) technique that combines oral reading with peer review to improve pronunciation of Taiwanese English major students. In addition to traditional in-class instruction, students were given a short passage every week along with a recording of the respective text, read by a native…

Some studies on technology-supported peer feedback in the writing classroom claim that it reduces the threatening atmosphere caused by face-to-face interaction and that the discourse patterns and language use in the electronic feedback are more flexible than in spoken discourse. Others present a negative view that the comments generated from…

Despite the abundance of research on the potential of lesson study for promoting teachers' professional growth through practice and collaboration, little is known on how language teachers perceive this strategy for their computer assisted language learning (CALL) professional development. In an attempt to contribute to this research base, this…

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…

Various language learning projects using "Second Life" (SL) have been documented; still, their specific learning potentials, particularly in English as a foreign language (EFL) context, remain to be explored. The current study aims to add one piece of empirical evidence on how SL can be infused into a computer-assisted language learning…