Students’ Affective Responses to Computer Mediated Peer Feedback

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Students’ Affective Responses to Computer Mediated Peer Feedback

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Publication Student essay 15hp
Title Students’ Affective Responses to Computer Mediated Peer Feedback
Author Greenwood, Richard
Date 2017
English abstract
This research explores the affective responses of five upper-secondary English ESL/EFL students using computer-mediated peer feedback (CMPF), in a writing assignment. The pragmatic approach to the research makes use of a thematic analysis using, motivation, anxiety, attitude, and self-confidence. These themes were extrapolated from Krashen’s Affective filter theory because they are hypothesized to affect second language acquisition. Additionally, the four themes offer a pragmatic framework for exploring student’s affective experiences. The primary data was collected through a series of semi-structured interviews. The interviews were recorded and transcribed to create the primary data. The participants reveal that their learning environment was characterized by distinctly, positive affective responses, low affective filters and favorable conditions for second language acquisition. It is noteworthy that the lack of real time communication alleviated communication apprehension, but also contributed to test anxiety and fear of negative evaluation. The minor negative affective responses documented in the study were offset by consistent and constant use of both the computer mediated learning platform, and peer feedback. The results of this study are worth consideration for academics and professionals who are interested in how affective responses impact second language acquisition.
Publisher Malmö högskola/Lärande och samhälle
Pages 44
Language eng (iso)
Subject Computer-mediated communication
peer feedback
English as a second language
process writing
The Affective Filter Theory
second language acquisition
English as a foreign language
Handle http://hdl.handle.net/2043/22687 Permalink to this page
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