Anonymous multi-mediated writing model: Peer feedback exchange in EAP (original) (raw)

2017

Abstract

This study compared the impact of ‘open’ and ‘anonymous’ peer feedback in a digital environment by implementing an ‘anonymous multi-mediated writing model’ to enable a balanced distribution of asymmetrical and symmetrical feedback anonymously. The data were gathered from 60 students on an academic writing course at a Turkish university who were divided into two groups with similar writing proficiency and subcategorized as ‘good’, ‘moderate’ and ‘weak’. For each assignment they peer reviewed three papers from each subcategory, either anonymously or openly. After receiving feedback, they revised and resubmitted their assignments. The findings revealed the positive effects of anonymity, which encouraged students to provide a more honest critique of each other’s work. Moreover, EAP learners at different proficiency levels benefited due to the balanced distribution of asymmetrical and symmetrical peer feedback.

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