Proceedings of The 5th International Academic Conference on Teaching, Learning and Education
Perceptions of Computer-Mediated Feedback in English as a Second /Foreign Language Writing: A Review Study from 2010 to 2020
This study conducted a review of 34 studies regarding perceptions of computer-mediated peer feedback (CMPF) and computer-mediated automated feedback (CMAF) in English as a Second/Foreign Language (ESL/EFL) writing. The studies under review were searched with a comprehensive set of keywords and selected from the Web of Science database. All of them were empirical studies published on top academic journals between 2010 and 2020. By synthesizing the selected studies, the author summarized the perceptions to CMPF and CMAF and discussed the potential reasons behind the perceptions. 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, and 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. Moreover, there was a research gap on instructors’ perceptions of CMPF and CMAF that needed to be filled. Based on these findings, 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