The Effect Of Two Peer Feedback Modes On EFL Learners' Oral Performance In A Mobile-assisted Language Learning Environment

The purpose of the present study was to investigate the effects of two modes of peer feedback(i.e.one-way peer feedback and dialogic peer feedback)on EFL learners' oral performance in Mobile-assisted Language Learning(MALL)environment.The focus was to compare the effects of the two peer feedback modes on learners' oral performance and how the two peer feedback modes affect the number,type,usage of peer feedback points and outcome of revision.The study was conducted on the basis of Vygotsky's Sociocultural Theory(SCT)and the comparison between the two modes of feedback was based on three dimensions(complexity,accuracy and fluency).Thirty-two English major freshmen participated in the present study and worked in 16 self-selected dyads,each of which was required to complete two oral tasks under the two peer feedback modes.The data included the transcripts of students' oral output before and after peer feedback,as well as the content of text-based peer feedback.In addition,data from questionnaires and interview were also collected.The results revealed that both one-way peer feedback and dialogic peer feedback had positive effects on learners' oral development.Compared with one-way peer feedback,dialogic peer feedback had a more significant effect on the improvement of language accuracy.However,no significant difference was found on complexity and fluency between these two modes.The dialogic peer feedback mode produced more usable peer feedback points than one-way peer feedback mode.Regarding the usage of peer feedback points,the dialogic peer feedback mode trended to trigger more adoption of peer feedback points than one-way peer feedback mode.Concerning the outcome of revision,successful-revision was more frequent in dialogic peer feedback mode than in one-way peer feedback mode.Concerning the type of peer feedback points,accuracy-related peer feedback was the most frequent in both modes.This study provided certain pedagogical implications in adopting peer feedback for oral English instruction and learning.It is suggested that language teachers should provide more opportunities for interaction to improve the effectiveness of peer feedback.And this thesis also offered suggestions for future research.