The Effects of Online Teacher Feedback and Online Peer Feedback on Writing Development and Language Mindset of the EFL Learners

This study examined the impacts of Online Peer Feedback (OPF) and Online Teacher Feedback (OTF) on the writing development and language mindset of Iranian EFL learners. A quasi-experimental design was employed, with ۷۲ EFL learners randomly assigned to two experimental groups and one control group. During the course, the OTF group received online feedback from their teacher while the OPF group received online feedback from their pairs. The findings revealed substantial improvements in the writing development of both OPF and OTF groups in terms of achievement, coherence and cohesion, lexical resources, and grammatical range and accuracy with OPF showing a significantly more positive impact over OTF. In addition, OPF boosted participants' language mindset across all three sub-components of the Language Mindset Inventory (LMI). These results highlight the importance of integrating online feedback mechanisms, particularly peer feedback, which not only enhances language proficiency but also cultivates a mindset conducive to continuous learning and improvement. These insights are crucial for educators and policymakers seeking to optimize language teaching strategies in increasingly digital educational environments.

کلیدواژه ها:

Language Mindset ، Online Peer Feedback ، Online Teacher Feedback ، Technology-assisted Instruction ، Writing Development