A Meta-Synthesis of Technology-Supported Peer Feedback in ESL/EFL Writing Classes Research: A Replication of Chen’s Study
Research on the efficiency of technology-supported peer feedback activities in the ESL/EFL writing classroom has led to contradictory results. Some studies claim that it improves learners’ motivation and attitudes toward writing while others mention technical difficulties or a lack of training as dr...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-04-01
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| Series: | Languages |
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| Online Access: | https://www.mdpi.com/2226-471X/8/2/114 |
| _version_ | 1797593841246666752 |
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| author | Sophie Cuocci Padideh Fattahi Marnani Iram Khan Shayla Roberts |
| author_facet | Sophie Cuocci Padideh Fattahi Marnani Iram Khan Shayla Roberts |
| author_sort | Sophie Cuocci |
| collection | DOAJ |
| description | Research on the efficiency of technology-supported peer feedback activities in the ESL/EFL writing classroom has led to contradictory results. Some studies claim that it improves learners’ motivation and attitudes toward writing while others mention technical difficulties or a lack of training as drawbacks affecting learners’ experiences and thus learning. This ongoing debate calls for a meta-synthesis of studies published between 2011 and 2022. Replicating Chen’s study, the authors identified 20 primary studies and analyzed them under the lens of Glaser and Strauss’s grounded theory constant comparison method. The findings revealed that students’ preferences, capabilities, and attitudes regarding the features of the technology used in classes; the contextual factors, suitable online platforms, and training on the provision of proper feedback; and the use of the selected technologies can determine the extent to which implementing technology-supported peer feedback activities would be successful. |
| first_indexed | 2024-03-11T02:15:04Z |
| format | Article |
| id | doaj.art-069de54c289448fbabed1b72a0c3f301 |
| institution | Directory Open Access Journal |
| issn | 2226-471X |
| language | English |
| last_indexed | 2024-03-11T02:15:04Z |
| publishDate | 2023-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Languages |
| spelling | doaj.art-069de54c289448fbabed1b72a0c3f3012023-11-18T11:15:28ZengMDPI AGLanguages2226-471X2023-04-018211410.3390/languages8020114A Meta-Synthesis of Technology-Supported Peer Feedback in ESL/EFL Writing Classes Research: A Replication of Chen’s StudySophie Cuocci0Padideh Fattahi Marnani1Iram Khan2Shayla Roberts3School of Teacher Education, University of Central Florida, Orlando, FL 32816, USASchool of Teacher Education, University of Central Florida, Orlando, FL 32816, USASchool of Teacher Education, University of Central Florida, Orlando, FL 32816, USASchool of Teacher Education, University of Central Florida, Orlando, FL 32816, USAResearch on the efficiency of technology-supported peer feedback activities in the ESL/EFL writing classroom has led to contradictory results. Some studies claim that it improves learners’ motivation and attitudes toward writing while others mention technical difficulties or a lack of training as drawbacks affecting learners’ experiences and thus learning. This ongoing debate calls for a meta-synthesis of studies published between 2011 and 2022. Replicating Chen’s study, the authors identified 20 primary studies and analyzed them under the lens of Glaser and Strauss’s grounded theory constant comparison method. The findings revealed that students’ preferences, capabilities, and attitudes regarding the features of the technology used in classes; the contextual factors, suitable online platforms, and training on the provision of proper feedback; and the use of the selected technologies can determine the extent to which implementing technology-supported peer feedback activities would be successful.https://www.mdpi.com/2226-471X/8/2/114technology-supportedpeer feedbackgrounded theoryESL/EFL writingcomputer-mediated communication |
| spellingShingle | Sophie Cuocci Padideh Fattahi Marnani Iram Khan Shayla Roberts A Meta-Synthesis of Technology-Supported Peer Feedback in ESL/EFL Writing Classes Research: A Replication of Chen’s Study Languages technology-supported peer feedback grounded theory ESL/EFL writing computer-mediated communication |
| title | A Meta-Synthesis of Technology-Supported Peer Feedback in ESL/EFL Writing Classes Research: A Replication of Chen’s Study |
| title_full | A Meta-Synthesis of Technology-Supported Peer Feedback in ESL/EFL Writing Classes Research: A Replication of Chen’s Study |
| title_fullStr | A Meta-Synthesis of Technology-Supported Peer Feedback in ESL/EFL Writing Classes Research: A Replication of Chen’s Study |
| title_full_unstemmed | A Meta-Synthesis of Technology-Supported Peer Feedback in ESL/EFL Writing Classes Research: A Replication of Chen’s Study |
| title_short | A Meta-Synthesis of Technology-Supported Peer Feedback in ESL/EFL Writing Classes Research: A Replication of Chen’s Study |
| title_sort | meta synthesis of technology supported peer feedback in esl efl writing classes research a replication of chen s study |
| topic | technology-supported peer feedback grounded theory ESL/EFL writing computer-mediated communication |
| url | https://www.mdpi.com/2226-471X/8/2/114 |
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