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.
Aranya Srijongjai, Srinakharinwirot University, Thailand
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