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Abstract



Feedback forms an integral part of teaching and learning a second language and is an important stage in the process of learning. In most EFL contexts, the teacher is always viewed as the ultimate possessor of knowledge, and his feedback was valued as the only acceptable source of information. However, very recently this trend is changing, and feedback offered by other students is receiving acceptability. This change in form was accompanied by a change in the means of feedback provision after the launch of the internet and its soaring popularity in the pedagogy. Currently with the spread of Covid-19 and reversal of world institutes to online education, computer-mediated feedback is gaining popularity. Researchers have investigated computer-mediated feedback and have compared its efficacy to traditional interactional peer feedback and that of an expert teacher. What follows is a definition of computer mediated peer feedback, a thematic categorization of students’ perceptions through investigation of 8 empirical studies, and pedagogical implications gleaned from this taxonomy. The article can be particularly useful for many teachers in ESL/EFL/EAP/ESP contexts.

Keywords
Computer-mediated peer feedback, writing, COVID-19



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