This study investigates the attitudes of 2-year college students in Taiwan toward the use of FFPR and CMPR in composition classes.Pedagogical implications are also drawn.įoreign Language Productivity in Synchronous Versus Asynchronous Computer-mediated CommunicationLUISA C. Second, there has been very little documentation of CMPR using annotation features in common word processing software in either ESL or EFL settings (Honeycutt, 2001). Few have considered Chinese learners at 2-year colleges in EFL contexts. First, many investigations of FFPR have looked at Chinese learners either in English as a second language (ESL) settings or at 4-year universities. Our study contributes to the research on foreign-language-writing collaboration for Chinese learners in two important ways. The participants were 33 English majors from a university of science and technology in Taiwan, a new type of school offering 2-year associate degree programs in foreign language studies. This paper examines the use of face-to-face peer review (FFPR) and computer-mediated peer review (CMPR) in an Asian English-as-a-foreign-language (EFL) academic writing context. The Pennsylvania State University Abstract:
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