Chapter 11 “To Err Is Human, to Correct Multimodal”: Boosting EFL Learners’ Writing Skills Through Synchronous Video-Mediated Peer Feedback
Merve Kıymaz
Abstract
This action research study investigates the effects of synchronous video-mediated peer feedback on the writing performance of 20 intermediate-level English as a Foreign Language (EFL) learners whose first language is Turkish. Enrolled in an intensive English program of a public university in Türkiye, participants engaged in an 8-week online writing course where they provided peer feedback on each other's argumentative essays during synchronous video-mediated mini-conferences, using a rubric. The study employed an explanatory sequential mixed-methods design, incorporating both quantitative and qualitative data collection. Quantitative data were gathered through the analysis of the writing scores of the student participants assigned by two trained raters using an analytical scale for a modified mock IELTS writing module Task 2 to assess pre- and post-intervention performance. The results of the paired samples t tests revealed a statistically significant improvement in students’ writing scores following the video-mediated peer feedback intervention. Qualitative data were collected via a semi-structured focus group interview, exploring participants' perceptions of the video-mediated peer feedback experience. Thematic analysis revealed positive sentiments regarding the peer feedback process, highlighting its effectiveness in promoting collaborative learning and enhancing their writing skills. Overall, findings from this study suggest that synchronous video-mediated peer feedback fosters improved writing performance and offers valuable insights into learners' experiences, thus contributing to the field of EFL writing instruction.
About the Contributor
Merve Kıymaz is a PhD student in English Language Teaching, an EFL instructor and a teacher educator who has over a decade of experience in the TESOL field, teaching EAP, General English, ESP, linguistics, and ELT methodologies. Her scholarly interests are not limited to but include multimodal feedback, teaching writing, feedback literacy, and technology-mediated feedback.
Citation
Kıymaz, M. (2026). "To err Is human, to correct multimodal”: Boosting EFL learners’ writing skills through synchronous video-mediated peer feedback. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/11
This action research study investigates the effects of synchronous video-mediated peer feedback on the writing performance of 20 intermediate-level English as a Foreign Language (EFL) learners whose first language is Turkish. Enrolled in an intensive English program of a public university in Türkiye, participants engaged in an 8-week online writing course where they provided peer feedback on each other's argumentative essays during synchronous video-mediated mini-conferences, using a rubric. The study employed an explanatory sequential mixed-methods design, incorporating both quantitative and qualitative data collection. Quantitative data were gathered through the analysis of the writing scores of the student participants assigned by two trained raters using an analytical scale for a modified mock IELTS writing module Task 2 to assess pre- and post-intervention performance. The results of the paired samples t tests revealed a statistically significant improvement in students’ writing scores following the video-mediated peer feedback intervention. Qualitative data were collected via a semi-structured focus group interview, exploring participants' perceptions of the video-mediated peer feedback experience. Thematic analysis revealed positive sentiments regarding the peer feedback process, highlighting its effectiveness in promoting collaborative learning and enhancing their writing skills. Overall, findings from this study suggest that synchronous video-mediated peer feedback fosters improved writing performance and offers valuable insights into learners' experiences, thus contributing to the field of EFL writing instruction.
About the Contributor
Merve Kıymaz is a PhD student in English Language Teaching, an EFL instructor and a teacher educator who has over a decade of experience in the TESOL field, teaching EAP, General English, ESP, linguistics, and ELT methodologies. Her scholarly interests are not limited to but include multimodal feedback, teaching writing, feedback literacy, and technology-mediated feedback.
Citation
Kıymaz, M. (2026). "To err Is human, to correct multimodal”: Boosting EFL learners’ writing skills through synchronous video-mediated peer feedback. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/11
Information About the Book
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Title: Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices
Editors: Edited by Ashton E. Dawes and Kathryn Jurns Publication date: May 2026 Read more... |