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