The effect and affect of peer review in electronic versus traditional modes on L2 writing

Research output: Contribution to journalArticlepeer-review


This study1 investigates whether differences in mode of commenting and interaction (i.e. technology-enhanced versus traditional) result in differences in the area (global versus local), the type (evaluation, clarification, suggestion, and alteration), and the nature (revision-oriented versus non-revision-oriented) of comments produced by peer reviewers in second language (L2) writing, and what impact the observed differences have on students' revisions. The findings show that the overall number of comments, the percentage of revision-oriented comments, and consequently the overall number of revisions made by the technology-enhanced group were larger than those by the traditional group. While the participants in the technology-enhanced group tend to find MOO interaction affectively more appealing, a closer look at the interaction modes suggests that face-to-face communication is more effective than MOO communication because of the nonverbal communication feature that is indispensable in intercultural communication in a peer review setting. In light of the differential effects within each commenting mode (Microsoft Word editing versus pen and paper) and interaction mode (MOO versus face-to-face), we suggest that the use of Word editing in an electronic peer review mode combined with face-to-face interaction in the traditional peer review mode may serve as a two-step procedure for effective peer review activities in L2 writing classrooms.

Original languageEnglish (US)
Pages (from-to)193-227
Number of pages35
JournalJournal of English for Academic Purposes
Issue number3
StatePublished - 2003
Externally publishedYes


  • Computer mediated communication
  • Face-to-face interaction
  • Feedback
  • Peer review
  • Revision
  • Second language writing

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language


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