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Bangun, Imelda, Mannion, Patrick, Li, Zhengjie, Liontas, John. (1404). Telecollaborative E-Feedback in EAP Writing: A Qualitative Study of Peer and Instructor Interactions. پژوهش های میوه کاری, 14(1), 61-81. doi: 10.30466/ijltr.2026.121921
Imelda Bangun; Patrick Mannion; Zhengjie Li; John I. Liontas. "Telecollaborative E-Feedback in EAP Writing: A Qualitative Study of Peer and Instructor Interactions". پژوهش های میوه کاری, 14, 1, 1404, 61-81. doi: 10.30466/ijltr.2026.121921
Bangun, Imelda, Mannion, Patrick, Li, Zhengjie, Liontas, John. (1404). 'Telecollaborative E-Feedback in EAP Writing: A Qualitative Study of Peer and Instructor Interactions', پژوهش های میوه کاری, 14(1), pp. 61-81. doi: 10.30466/ijltr.2026.121921
Bangun, Imelda, Mannion, Patrick, Li, Zhengjie, Liontas, John. Telecollaborative E-Feedback in EAP Writing: A Qualitative Study of Peer and Instructor Interactions. پژوهش های میوه کاری, 1404; 14(1): 61-81. doi: 10.30466/ijltr.2026.121921

Telecollaborative E-Feedback in EAP Writing: A Qualitative Study of Peer and Instructor Interactions

Iranian Journal of Language Teaching Research
دوره 14، شماره 1، خرداد 2026، صفحه 61-81    اصل مقاله (1.12 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2026.121921
نویسندگان
Imelda Bangun* 1؛ Patrick Mannion2؛ Zhengjie Li3؛ John I. Liontas4
1Keiser University, Flagship, US
2Kansai Gaidai University, Japan
3International Department of the Affiliated High School of South China Normal University, China
4University of South Florida, Tampa, US
چکیده
Integrating telecollaborative academic writing and e-feedback from peers and instructors supports English learners in constructing academic knowledge. However, such opportunities remain limited in English for Academic Purposes (EAP) contexts, constraining the development of critical thinking and academic writing skills. Guided by Vygotsky’s Sociocultural Theory, this study examines six EAP students’ perceptions and interactions through peer and instructor feedback via Google Docs. Data from document exchanges and semi-structured interviews were thematically analyzed. Findings indicate that students engaged in both social-function exchanges and revision-oriented feedback, addressing global and local writing concerns. While learners valued peer feedback, they sought instructor validation to confirm its accuracy. Notable gains included improved comprehension, grammar, text organization, and stylistic control. Most importantly, participants reported enhanced knowledge construction and transformation through sustained social interaction within the course. These findings underscore the pedagogical value of integrating telecollaborative e-feedback platforms in EAP instruction to foster academic literacy and critical thinking.
کلیدواژه‌ها
telecollaboration؛ online peer and instructor feedback؛ academic writing؛ EAP؛ Sociocultural Theory
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