| Feedback,as an important component in second language writing(SLW),has been widely recognized as a research focus in the field.The development of instructional research in SLW and the advancement of modern technology have led to the emergence of human-computer integrated feedback that has facilitated the potential application of online teacher feedback and online peer feedback.However,the current research on online multiple feedback is not sufficient,and how to utilize online feedback approaches in an effective way still remains under-examined.In addition,academic English writing ability is one of the essential qualities for students in higher education.Nonetheless,the related research shows that the academic English writing ability of students is relatively weak in China,and feedback might be a potential medium to increase students’ awareness of academic language.In view of this,the study employed the mixed method and selected 60 senior English majors to explore the following two research questions:(1)What are the effects of online multiple feedback on Chinese EFL students’ academic English writing performance?(2)Does the internal order of online multiple feedback significantly impact the Chinese EFL students’ academic English writing performance?The results revealed that: Firstly,online multiple feedback could improve EFL learners’ academic writing performance by encouraging them to make multiple drafts of revisions.To be specific:(1)Online multiple feedback could assist learners in improving academic English writing quality,and the innovativeness and convenience of multiple feedback in an online context transformed learners from passive recipients of feedback to active learners.(2)Learners could incorporate feedback of various types from the different sources.Automated feedback offered the highest amount of feedback with the highest uptake rate.The teacher provided the least amount of feedback,but the uptake rate of online teacher feedback was higher than the uptake rate of online peer feedback.Secondly,the internal order of online multiple feedback did not significantly impact the academic English writing quality,and both online multiple feedback modes had own merits.Specifically:(1)iWrite feedback→online teacher feedback→online peer feedback(IF→OTF→OPF)mode could help learners correct critical points,while iWrite feedback → online peer feedback → online teacher feedback(IF→OPF→OTF)mode could inspire learners to exhibit considerable agency in revision,and improve learners’ engagement with feedback.(2)Comparing two online multiple feedback modes(IF→OTF→OPF vs.IF→OPF→OTF),the uptake rates of both online peer feedback and online teacher feedback in the latter were higher than those in the former,while the uptake rate of iWrite automated feedback in the latter was lower than that in the former.The cause of the research results can be traced to the fact that the uptake rates of online multiple feedback were under the dynamic and reciprocal influence of individual and context factors,including EFL learners’ attitudes,language proficiency,writing genre,feedback characteristics,online writing environment,instructor’s research area,etc.Based on the research results,this study put forward suggestions on issues related to educational administration and instructional methods in academic English writing courses.(1)Instructors should create the an empathic peer environment and a pedagogical alliance between instructors and learners.Furthermore,instructors could make a reasonable division of labor among the different subjects to maximize the effectiveness of online multiple feedback.(2)Learners should alleviate anxiety and strengthen the interaction with peers and teachers,making full use of online learning resources.(3)The developers of iWrite still need to enrich the academic English writing corpus and optimize the evaluation engine for the academic genre.(4)Educational administrators could reasonably arrange academic English writing course,dividing learners into different classes according to research interests.This study is expected to find out the effective online multiple feedback that could be implemented in academic English writing classes and provide instructive and practical implications for academic English writing teaching in the Chinese context. |
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