EFL LEARNERS ATTITUDES AND PERCEPTIONS OF ONLINE AND CONVENTIONAL PEER WRITTEN FEEDBACK: A TERTIARY LEVEL EXPERIENCE

The present study attempted to uncover EFL learners’ perceptions of and attitudes towards peer feedback in writing classes under conventional and computermediated conditions. In so doing, the participants who were university upperintermediate literature sophomores studying in two intact classes were assigned randomly to two control (conventional) and experimental (online) peer feedback treatments. The participants of the two groups took two questionnaires at the beginning and at the end of the treatment. Some of the participants took part in followup interviews to disclose their perceptions, attitudes, and experiences of conventional and online peer feedback activity. The results indicated that the participants of both groups were content with their experience of peer feedback activity. They found peer feedback an acceptable activity which provided them with a nonthreatening condition to exchange ideas. However, at the end of the treatment, the online group students had more positive perceptions of and attitudes towards peer feedback activity.