Affiliation:
1. Fukuoka Women’s University, Fukuoka, Japan
Abstract
The poster discusses the possibilities of technology-assisted peer
feedback in English as a Foreign Language (EFL) writing classrooms among low
proficiency students. It is a part of an ongoing research project developed
after a study conducted in the first half of 2019 (Lazic & Tsuji, 2020a,
2020b). The first goal is to explore the effectiveness of in-class
activities, which include technology-assisted peer feedback, in improving
global aspects of writing, i.e. paragraph structure and content, and to
examine the uptake of peer feedback delivered via an Automated Writing
Evaluation tool (AWE), Educational Testing Service (ETS) Criterion®. Second,
the study looks at students’ perceptions. Participants were 15 first-year
students taking an academic writing class.
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