Affiliation:
1. Université du Québec en Abitibi-Témiscamingue
2. University of Victoria
Abstract
Abstract
While the use of blogs has gained increasing popularity among second language (L2) writers, research into their
role in developing L2 writing ability is yet underdeveloped. In particular, investigations into the use and effectiveness of peer
feedback on L2 blogs are limited. The current study sought to fill this gap by comparing the provision of peer feedback in blogs
versus on paper. Participants were a class of ESL students in a TESL university program in Quebec who produced written texts both
in blogs and on paper, received peer feedback, and then revised their texts. Altogether, the findings suggest that while both
blogs and paper can be influential mediums for L2 writing, they may inspire different types of errors, elicit different types and
degrees of feedback, and lead to differences in subsequent revisions.
Publisher
John Benjamins Publishing Company
Subject
Linguistics and Language,Education,Language and Linguistics
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