Effects of Peer and Teacher Online Feedback on Iranian EFL Learners’ Writing Performance

This study aimed to investigate the effect of using online peer and teacher feedback on Iranian EFL learners’ writing performance. To this end, 28 male and female learners of a private language institute writing class in Tehran, Iran, were purposefully selected to participate in this study. They were divided into two equal groups. The first group received online PR and the second group received online TF. In order to consider the results of the treatments, two types of t-tests were run. First, to check the effect of the two types of online feedback on EFL learners’ writing performance, paired sample t-test was run, and then to make a comparison between the TF and PR, an independent sample t-test was done. The obtained results indicated that both types of online corrective feedback are effective. However, the TF group outperformed the PR one. The implication of this finding is that technology integration in L2 classrooms and, more specifically, providing learners with online corrective feedback will lead to more progress in EFL learners writing performance.