The efficacy of e-feedback on writing quality of ESP students
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| Year of publication | 2022 |
| Type | Conference abstract |
| MU Faculty or unit | |
| Citation | |
| Description | The aim of the presentation is to evaluate and compare how the intervention in the form of two multiple-draft computer-mediated feedback treatments, which differed in the source of the feedback, contributed to improving the writing quality of 65 ESP undergraduate university students. The research adopted the quasi-experimental pretest/posttest design with two comparison groups. The first group was given multiple-draft feedback on three subsequent drafts of the same piece of writing only by teacher, while the second group was given feedback on the first draft by three peers and on the second and third draft by the teacher. The results of the research suggest that multiple-draft computer-mediated feedback contributed to the significant improvement in the writing quality in both comparison groups and the source of such feedback does not play a significant role. |