Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing

This study investigates how two feedback forms and sequences influence peer revision. The included: written asynchronous computer-mediated communication (hereafter WACMC) in Google Docs traditional oral face-to-face interaction OF2F). These were used sequences: WACMC followed by OF2F (WACMC–OF2F) (OF2F–WACMC). Participants twenty-six Vietnamese EFL students. After training, students completed four writing tasks, provided pairs, finally revised their work. employed a mixed-method approach. Written feedback, student revision, as well interviews collected, transcribed, coded, analysed. Paired-samples t-tests ANOVA tests to compare revision the sequences. findings showed that: (1) more revision-oriented comments associated with form WACMC–OF2F sequence; (2) had higher uptake rate both sequences; (3) global revisions often found (4) while perceived helpful than most suggested using forms. Pedagogical implications for L2 class will also be included.