Digital self-review and anonymous peer feedback in Turkish high school EFL writing

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dc.contributor.authorKayacan, Ayten
dc.contributor.authorRazı, Salim
dc.date.accessioned2025-01-27T19:45:29Z
dc.date.available2025-01-27T19:45:29Z
dc.date.issued2017
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractAlthough writing is considered one of the most essential foreign language skills, to nurture and develop writingskills among students is challenging. To overcome this, teachers have recently considered benefiting from digitaltechnology. Self-monitoring and self-evaluation, as sub-skills of metacognition, in addition to scaffolding, mightbe beneficial in accordance with the Zone of Proximal Development; hence both peer feedback and selfmonitoringcould be integrated with digital platforms in language classrooms. This quasi-experimental researchstudy aimed to investigate the impact of exchanging self and anonymous peer feedback on writing assignmentsin a digital environment among Turkish EFL high school learners. Data were collected both quantitatively andqualitatively by means of open-ended questions and writing task scores using an analytic scoring rubric. Fortysixstudents in two intact classes exchanged both self and anonymous peer feedback through four writingassignments submitted via Edmodo as the digital environment. Participants were categorized as good, moderateand weak in each group and each student exchanged self and peer feedback on four written assignments inreverse order. Findings revealed that both self and peer feedback contribute positively to the revision of papersby student authors as they scored significantly better in the revised versions. Their writing scores indicatedimprovement in five major components: organization, content, grammar, vocabulary, and format. Theparticipants also reported improvements related to content, grammar and format and indicated a positive attitudetowards digital self and peer feedback. Since both digital self and peer feedback were found to be beneficial,EFL teachers should be encouraged to implement them in their writing classes.
dc.identifier.endpage577
dc.identifier.issn1305-578X
dc.identifier.issue2
dc.identifier.startpage561
dc.identifier.trdizinid293721
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/293721
dc.identifier.urihttps://hdl.handle.net/20.500.12428/18327
dc.identifier.volume13
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofJournal of Language and Linguistic Studies
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_TRD_20250125
dc.subjectEğitim
dc.subjectEğitim Araştırmaları
dc.subjectDil ve Dil Bilim
dc.titleDigital self-review and anonymous peer feedback in Turkish high school EFL writing
dc.typeArticle

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