Learning Outcomes Generated through the Collaborative Processing of Expert Peer Feedback

Background. Studies have shown that the collaborative processing of feedback on a jointly produced text facilitates language learning in traditional classroom. However, it is still unknown whether there are similar benefits when provided through an online modality from expert peer during international virtual exchange (IVE).
 Purpose. The present study fills this gap literature by investigating Japanese learners engaged written corrective users United States.
 Methods. Qualitative data concerning students’ perceptions outcomes were collected via retrospective interviews and narrative frames, then triangulated with their first final drafts texts analyzed using activity theory (AT).
 Results. Findings indicate accrued areas skills such as vocabulary, spelling, grammar, well deepening learners’ reflexive awareness themselves users.
 Conclusion. A discussion these findings, informed sociocultural shaped categories AT, brings to light some interactional dynamics contributed creation outcomes. These show primarily resided peer-to-peer interactions rather than expert-peer.