Collaborative Feedback in a Blended Learning Environment: A Case Study of an EFL Writing Class

Abstract

Collaborative feedback in a blended learning environment was studied to encourage learner-centeredness in the process of writing. The study aimed to: 1) examine how Thai university students perceived collaborative feedback activities when conducted in a blended learning environment; and 2) compare students' perceptions toward collaborative feedback through face-to-face and online interactions. The participants were 24 English minors and the instruments used were a questionnaire and the students' reflections. The reliability of the questionnaire was 0.81. The results revealed that the informants had high positive perceptions toward collaborative feedback activities both through face-to-face and online interactions. There was no significant difference between the two modes of delivery. The data obtained from the students' reflections also revealed that the informants preferred face-to-face interactions (41.67%) or both modes (45.83%). Only a few students (12.50%) preferred collaborative feedback via the online mode.



Author Information
Aranya Srijongjai, Srinakharinwirot University, Thailand

Paper Information
Conference: ACSET2013
Stream: Education

This paper is part of the ACSET2013 Conference Proceedings (View)
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To cite this article:
Srijongjai A. (2014) Collaborative Feedback in a Blended Learning Environment: A Case Study of an EFL Writing Class ISSN:2188-272X – The Asian Conference on Society, Education and Technology 2013 – Official Conference Proceedings https://doi.org/10.22492/2188-272X.20130660
To link to this article: https://doi.org/10.22492/2188-272X.20130660


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