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Patterns of Interaction during Peer Feedback Exchange in Online EFL Writing Lessons

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Title: Patterns of Interaction during Peer Feedback Exchange in Online EFL Writing Lessons
Language: English
Authors: Özlem Ceren Tütüncüoglu (ORCID 0000-0003-1260-2837), Didem Koban Koç (ORCID 0000-0002-0869-6749)
Source: Journal of Educational Technology and Online Learning. 2024 7(4):384-412.
Availability: Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: https://dergipark.org.tr/en/pub/jetol
Peer Reviewed: Y
Page Count: 29
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Interaction, Peer Relationship, Feedback (Response), Electronic Learning, English (Second Language), Second Language Learning, Writing Instruction, College Students, Foreign Countries, Paragraph Composition, Revision (Written Composition), Cooperation, Expertise, Novices, Learner Engagement, Behavior Change, Student Behavior, Power Structure, Computer Mediated Communication
Geographic Terms: Turkey
ISSN: 2618-6586
Abstract: Little is still known about interaction patterns learners form while exchanging peer feedback particularly when working with different peers. To address this gap, this study analyzes patterns of interaction while exchanging feedback on academic paragraphs written by 16 English as a foreign language (EFL) learners enrolled at a state university in Türkiye. The participants were asked to write three academic paragraphs and submit them online. They were paired with a different student for each paragraph feedback session and exchanged their paragraphs. Then they held an online meeting on Microsoft Teams with their partner and exchanged feedback. The meetings were recorded. Next, the students revised their paragraphs considering the peer feedback. They made the changes on their paragraphs only if they found the peer feedback useful and necessary. Patterns of interaction in the recordings were analyzed according to Storch's (2002) framework. According to it, there are four interaction patterns placed on mutuality and equality axes and named as collaborative, dominant/dominant, dominant/passive, and expert/novice. The results showed that the most common pattern was expert/novice. That means in the majority of the peer feedback sessions reviewers controlled the task, but both participants showed engagement. Around half of the participants were consistent in their patterns both as a reviewer and a writer. This study is believed to shed light on EFL learners' roles as writers and reviewers. It is also believed that with a comprehensive peer feedback training, learners could be encouraged to form more collaborative patterns, which is associated with better learning outcomes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457289
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Patterns of Interaction during Peer Feedback Exchange in Online EFL Writing Lessons
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  Data: <searchLink fieldCode="AR" term="%22Özlem+Ceren+Tütüncüoglu%22">Özlem Ceren Tütüncüoglu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1260-2837">0000-0003-1260-2837</externalLink>)<br /><searchLink fieldCode="AR" term="%22Didem+Koban+Koç%22">Didem Koban Koç</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0869-6749">0000-0002-0869-6749</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Technology+and+Online+Learning%22"><i>Journal of Educational Technology and Online Learning</i></searchLink>. 2024 7(4):384-412.
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  Data: Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: https://dergipark.org.tr/en/pub/jetol
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  Data: 29
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  Data: <searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Paragraph+Composition%22">Paragraph Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Revision+%28Written+Composition%29%22">Revision (Written Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Novices%22">Novices</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Change%22">Behavior Change</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 2618-6586
– Name: Abstract
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  Data: Little is still known about interaction patterns learners form while exchanging peer feedback particularly when working with different peers. To address this gap, this study analyzes patterns of interaction while exchanging feedback on academic paragraphs written by 16 English as a foreign language (EFL) learners enrolled at a state university in Türkiye. The participants were asked to write three academic paragraphs and submit them online. They were paired with a different student for each paragraph feedback session and exchanged their paragraphs. Then they held an online meeting on Microsoft Teams with their partner and exchanged feedback. The meetings were recorded. Next, the students revised their paragraphs considering the peer feedback. They made the changes on their paragraphs only if they found the peer feedback useful and necessary. Patterns of interaction in the recordings were analyzed according to Storch's (2002) framework. According to it, there are four interaction patterns placed on mutuality and equality axes and named as collaborative, dominant/dominant, dominant/passive, and expert/novice. The results showed that the most common pattern was expert/novice. That means in the majority of the peer feedback sessions reviewers controlled the task, but both participants showed engagement. Around half of the participants were consistent in their patterns both as a reviewer and a writer. This study is believed to shed light on EFL learners' roles as writers and reviewers. It is also believed that with a comprehensive peer feedback training, learners could be encouraged to form more collaborative patterns, which is associated with better learning outcomes.
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  Data: EJ1457289
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      – Text: English
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        PageCount: 29
        StartPage: 384
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      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Electronic Learning
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Paragraph Composition
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      – SubjectFull: Cooperation
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      – SubjectFull: Expertise
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      – SubjectFull: Novices
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Behavior Change
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      – SubjectFull: Student Behavior
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      – SubjectFull: Power Structure
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      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Turkey
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