Research in Second Language Acquisition (SLA) and Computer Assisted Language
Learning (CALL) suggests that using peer feedback to complement instructor feedback in
the second language (L2) writing classroom has the potential to enhance learners' writing
skills and text quality. However, the literature on online feedback points to some issues
that need to be addressed in order to make online peer feedback successful. Two of such
issues are (1) the need to ensure that learners focus on providing revision related
comments rather than engaging in social chats; and (2) the need to provide opportunity
for students to give feedback beyond the written word. This case study investigated how
six ESL learners used an asynchronous multimodal communication platform,
VoiceThread, to provide online peer feedback for revision. The findings suggest that
when using an asynchronous multimodal platform, the learners provided mainly revision
related feedback through multiple modes, including spoken, written, and visual. In
addition, learners used comments they received to revise their papers. The pedagogical
implications of these findings are discussed.
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