Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Examining guided online peer feedback on L2 writing content and language via Edmodo
The present study investigated the nature of online peer feedback and the extent of incorporating peer revisions. In particular, it examined the comments and changes in relation to the guidance sheet and in terms of the writing features of idea development, organization, vocabulary and style, struct...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Published: |
AUC Knowledge Fountain
2017
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613411813097472 |
|---|---|
| access_status_str | Open Access |
| author | Shaalan, Hasnaa Hisham |
| author_browse | Shaalan, Hasnaa Hisham |
| author_facet | Shaalan, Hasnaa Hisham |
| author_sort | Shaalan, Hasnaa Hisham |
| collection | Thesis |
| dc_rights_str_mv | The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. |
| description | The present study investigated the nature of online peer feedback and the extent of incorporating peer revisions. In particular, it examined the comments and changes in relation to the guidance sheet and in terms of the writing features of idea development, organization, vocabulary and style, structure and mechanics. The study had an exploratory design leaning towards the applied end of research. The data were collected from a large class of 77 students both female and male in an Egyptian national university. Descriptive statistics were used to analyze the frequency of the comments and revisions. A qualitative approach was employed to identify the patterns of online peer feedback. The results of the study showed that the participants were able to produce feedback that addressed varied writing features. They also revealed that idea development was the most targeted writing aspect in both comments and revisions which was in accordance with the guidance sheet. In general, there was an equal distribution of comments focusing on content (idea development and organization) and language (vocabulary and style, structure and mechanics). Revisions in the language, on the other hand, outweighed those in the content area. This implies that students have a tendency on respond to language issues even when they are not the focus of the sheet nor the peer feedback. The study offered a number of pedagogical implications for the implementation of online peer feedback in L2 classroom in general and ESP, large classes in particular. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-1694 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:43.583Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-1694 Examining guided online peer feedback on L2 writing content and language via Edmodo Shaalan, Hasnaa Hisham The present study investigated the nature of online peer feedback and the extent of incorporating peer revisions. In particular, it examined the comments and changes in relation to the guidance sheet and in terms of the writing features of idea development, organization, vocabulary and style, structure and mechanics. The study had an exploratory design leaning towards the applied end of research. The data were collected from a large class of 77 students both female and male in an Egyptian national university. Descriptive statistics were used to analyze the frequency of the comments and revisions. A qualitative approach was employed to identify the patterns of online peer feedback. The results of the study showed that the participants were able to produce feedback that addressed varied writing features. They also revealed that idea development was the most targeted writing aspect in both comments and revisions which was in accordance with the guidance sheet. In general, there was an equal distribution of comments focusing on content (idea development and organization) and language (vocabulary and style, structure and mechanics). Revisions in the language, on the other hand, outweighed those in the content area. This implies that students have a tendency on respond to language issues even when they are not the focus of the sheet nor the peer feedback. The study offered a number of pedagogical implications for the implementation of online peer feedback in L2 classroom in general and ESP, large classes in particular. 2017-06-01T07:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/695 https://fount.aucegypt.edu/context/etds/article/1694/viewcontent/Thesis__20Hasnaa_20Hisham.pdf The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. Theses and Dissertations AUC Knowledge Fountain Peer feedback online feedback |
| spellingShingle | Peer feedback online feedback Shaalan, Hasnaa Hisham Examining guided online peer feedback on L2 writing content and language via Edmodo |
| title | Examining guided online peer feedback on L2 writing content and language via Edmodo |
| title_full | Examining guided online peer feedback on L2 writing content and language via Edmodo |
| title_fullStr | Examining guided online peer feedback on L2 writing content and language via Edmodo |
| title_full_unstemmed | Examining guided online peer feedback on L2 writing content and language via Edmodo |
| title_short | Examining guided online peer feedback on L2 writing content and language via Edmodo |
| title_sort | examining guided online peer feedback on l2 writing content and language via edmodo |
| topic | Peer feedback online feedback |
| url | https://fount.aucegypt.edu/etds/695 https://fount.aucegypt.edu/context/etds/article/1694/viewcontent/Thesis__20Hasnaa_20Hisham.pdf |
| work_keys_str_mv | AT shaalanhasnaahisham examiningguidedonlinepeerfeedbackonl2writingcontentandlanguageviaedmodo |