The Impact of Online and Face-to-Face Peer Feedback on Pre-Service Teachers in EFL Academic Writing

Creative Commons License

Kaçar I. G.

in: Design Solutions for Adaptive Hypermedia Listening Software, Vehbi Türel, Editor, IGI GLOBAL, Pennsylvania, pp.124-163, 2021

  • Publication Type: Book Chapter / Chapter Vocational Book
  • Publication Date: 2021
  • Publisher: IGI GLOBAL
  • City: Pennsylvania
  • Page Numbers: pp.124-163
  • Editors: Vehbi Türel, Editor
  • Middle East Technical University Affiliated: Yes


This mixed-method 14-week case study investigated the impact of peer feedback on Turkish English as

a foreign language (EFL) prospective teachers’ attitudes to and performance in a blended academic

writing course in the tertiary setting. The peer feedback provision process involved online and faceto-

face written peer feedback on weblogs, enhanced with a six-hour training phase for peer feedback.

Weekly student journals, group feedback conferences, the end-of-the-semester survey, and the pre- and

post-writing tests were used in the data collection. The qualitative data were analyzed through content

analysis and the quantitative data via descriptive statistics and an independent paired sample t-test. The

study indicated that the use of face-to-face and online peer feedback together was perceived as beneficial

and effective by EFL pre-service teachers and that it led to a relatively successful performance in academic

writing. It is suggested that participants unfamiliar with peer revision be provided with training

and continuous scaffolding/guidance to ensure the effectiveness of the process.