Proceedings of The 5th International Academic Conference on Teaching, Learning and Education
Perceptions of Feedback in Computer-Mediated ESL/EFL Writing: A Review Study from 2010-2020
This review study undertook a survey of 32 studies regarding perceptions of computer-mediated peer feedback (CMPF) and computer-mediated automated feedback (CMAF) in ESL/EFL writing. In this study, the researcher identified the major positive and negative perceptions of CMPF and CMAF and analyzed the reasons behind them. The major findings are: (1) towards the CMPF on ESL/EFL writing, learners’ positive perceptions are resulted from technology advancement while negative perceptions are generally caused by different language proficiencies among the peers; (2) toward the CMAF on ESL/EFL writing, the convenience brought by automatic programs are the foundations of learners’ positive perceptions, accordingly, the negative perceptions are caused by the insufficient resources and inappropriate designation of the programs; (3) when compared between each other, CMAF is less favorable than CMPF, and both of them are considered less valuable than teachers’ feedback; (4) there is a research gap on instructors’ perceptions of CMPF and CMAF that needed to be filled. Then, the suggestions for eliminating the negative perceptions and improving the effects of computer-mediated feedback in ESL/EFL writing were proposed.
Keywords: computer-mediated language learning, ESL/EFL writing, feedback, perception, computer feedback.