Empowering EIL learning with a Web 2.0 resource: An initial finding from the cross campus Storybird feedback study

摘要: Abstract Although much has been researched about feedback on traditional paper or wordprocessed compositions, responded to offline, little yet done compositions published and in a web 2.0 environment. This study therefore investigates the anonymous asynchronous non-reciprocal given by 139 peers online 56 English Storybird website Taiwanese major university students of two proficiency levels. Feedback responses were downloaded submitted detailed qualitative analysis leading taxonomy types which also provided quantitative findings. Overall was unlike that often reported studies non-native speakers teachers. Instead corrective language oriented focus we found more attention paid content, with strong element genuinely communicative response approximating as conversation, consistent social function Web 2.0. There evidence respondents adjusting their writer, not just giving weaker writers but mitigating its impact greater use interpersonal cues responses.