期刊
ASIA-PACIFIC EDUCATION RESEARCHER
卷 30, 期 6, 页码 643-653出版社
SPRINGER HEIDELBERG
DOI: 10.1007/s40299-021-00594-6
关键词
Online feedback; ESL; EFL writing; Meta-analysis; Moderator analyses
资金
- National Social Science Fund of China [20BYY066]
This study found that online feedback from teachers/instructors is more effective than peer feedback and automated feedback in improving ESL/EFL writing quality. Additionally, educational levels and task genre have an impact on the effectiveness of online feedback on writing quality.
Online feedback is frequently implemented during second/foreign language (SL/FL) writing tasks and assessments. This meta-analysis investigates the effectiveness of online feedback in SL/FL writing. After careful screening and the application of inclusion and exclusion criteria, this study synthesizes the results of 17 primary studies reporting on students' English SL/FL writing quality after online feedback. The studies involved 1568 students, and the results indicate a Hedges' g effect size of 0.753 for the effectiveness of written feedback in general. Online feedback from teachers/instructors produces a larger effect size (g = 2.248) than online peer feedback (g = 0.777) and online automated feedback (g = 0.696). It was also found that educational levels and task genre mitigate the impact of online feedback on writing quality. Overall, the findings contribute to a better understanding of the impact of online feedback on ESL/EFL writing and provide insights into online ESL/EFL writing instruction.
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