This study investigated the effect of face-to-face and computer-mediated peer feedback on L2 introverted and extroverted learners’ writing ability and language-related episodes. Eighty-six L2 intermediate English language learners were randomly assigned to two different treatment groups: computer-mediated and face-to-face peer feedback. In computer-mediated classes, the participants exchanged peer feedback and discussed comments using Google Docs platform. Meanwhile, in the face-to-face group, the participants exchanged comments on paper; they also gathered once a week to discuss comments face-to-face. The results revealed that the introverts in the computer-mediated group improved more significantly than the introverts in the face-to-face group. However, the extroverts of both face-to-face and computer-mediated groups improved equally. The findings also indicated that both introverts and extroverts in the computer-mediated group produced more language-related episodes than their counterparts in face-to-face group. Further, the pairing patterns of introverted and extroverted learners were found to have effects on the number of language-related episodes generated by them.
Abuseileek, A., & Abualshar, A. (2014). Using peer computer-mediated corrective feedback to support EFL learners’ writing. Language Learning & Technology, 18(1), 76-95. https://scholarspace.manoa.hawaii.edu/bitstream/10125/44355/18_01_abuseileekabualshar.pdf
Alavinia, P., & Hassanlou, A. (2014). On the viable linkages between extroversion/introversion and academic Iranian EFL learners’ writing proficiency. English Language Teaching, 7(3), 167-175. http://doi.org/10.5539/elt.v7n3p167
Amichai-Hamburger, Y., Wainapel, G., & Fox, S. (2002). On the internet no one knows I’m an introvert: Extroversion, neuroticism, and internet interaction. Cyber Psychology and Behavior, 5(2), 125-128. https://doi.org/10.1089/109493102753770507
Belz, J., & Kinginger, C. (2003). Discourse options and the development of pragmatic competence by classroom learners of German: The case of address forms. Language Learning, 53(4), 591-647. https://doi.org/10.1046/j.1467-9922.2003.00238.x
Bitchener, J. (2017). A guide to supervising non-native English writers of theses and dissertations: Focusing on the writing process. Routledge. https://doi.org/10.4324/9780203096482
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.).Prentice-Hall.
Caspi, A., Chajut, E., Saporta, K., & Beyth-Marom, R. (2006). The influence of personality on social participation in learning environments. Learning and Individual Differences, 16(2), 129-144. https://doi.org/10.1016/j.lindif.2005.07.003
Cattell, H. (2001). The sixteen personality factor (16PF) questionnaire. In W. I. Dorfman & M. Hersen (Eds.), Understanding psychological assessment: Perspectives on individual differences (pp. 187-215). Springer.
Chen, T. (2016). Technology-supported peer feedback in ESL/EFL writing classes: A research synthesis. Computer Assisted Language Learning, 29(2), 365-397. https://doi.org/10.1080/09588221.2014.960942
Cooper, M. M., & Selfe, C. L. (1990). Computer conferences and learning: Authority, resistance, and internally persuasive discourse. College English, 52(8), 847-869. https://doi.org/10.2307/377388
Daughenbaugh, R., Ensminger, D., Frederick, L., & Surry, D. (2002, April 7-9). Does personality type affect online versus in-class course satisfaction? [Paper presentation]. The Seventh Annual Mid-South Instructional Technology Conference, Middle Tennessee State University.
Dawley, L. (2007). The tools for successful online teaching. IGI Global. https://www.igi-global.com/book/tools-successful-online-teaching/1001
DiTiberio, J. K. (1996). Education, learning styles, and cognitive styles. In A. L. Hammer & N. J. Barger (Eds.), MBTI applications: A decade of research on the Myers-Briggs type indicator (pp. 123-166). Consulting Psychologists Press.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Downing, K., & Chim, T. M. (2004). Reflectors as online extroverts. Educational Studies,30(3), 265-276. https://doi.org/10.1080/0305569042000224215
Ellis, R. (2010). A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335-349. https://www.jstor.org/stable/44488131
Ellis, R. (2012). Language teaching research and language pedagogy. Wiley-Blackwell.
Erben, T.,Ban, R., & Castaneda, M. (2009).Teaching English language learners through technology. Routledge.
Eysenck, S. B. G., Eysenck, H. J., & Barrett, P. (1985). A revised version of the psychoticism scale. Personality and Individual Differences, 6(1), 21-29. https://doi.org/10.1016/0191-8869(85)90026-1
Ferris, D. (2010). Second language writing research and written corrective feedback in SLA. Studies in Second Language Acquisition, 32(2), 181-201. https://doi.org/10.1017/S0272263109990490
Furnham, A., & Medhurst, S. (1995). Personality correlates of academic seminar behaviour: A study of four instruments. Personality and Individual Differences, 19(2), 197-220.https://doi.org/10.1016/0191-8869(95)00026-3
Hancock, D. (2004). Cooperative learning and peer orientation effects on motivation and achievement. Journal of Educational Research, 97(3), 159-161. https://doi.org/10.3200/JOER.97.3.159-168
Harrington, R., & Loffredo, D. A. (2010). MBTI personality type and other factors that relate to preference for online versus face-to-face instruction. The Internet and Higher Education, 13(1), 89-95. https://doi.org/10.1016/j.iheduc.2009.11.006
Hoomanfard, M. H., & Meshkat, M. (2015). Writing on a computer and using paper and pencil: Is there any difference in the internal cognitive processes? GEMA Online Journal of Language Studies, 15(2), 17-31. https://ejournal.ukm.my/gema/article/view/8047
Hoomanfard, M. H., & Rahimi, M. (2020). A comparative study of the efficacy of teacher and peer feedback online written corrective feedback on EFL learners’ writing ability. Journal of Language Research, 11(33), 327-352. http://doi.org/10.22051/JLR.2018.19992.1536
Hyland, K. (2003). Second language writing. Cambridge University Press.
Hyland, K. (2011). Learning to write: Issues in theory, research, and pedagogy. In R. M. Manchón (Ed.), Learning to write and writing to learn in an additional language (pp. 17-35). John Benjamins.
Hyland, K., & Hyland, F. (2019). Contexts and issues in feedback on L2 writing. In, K. Hyland & F. Hyland, Feedback in second language writing: Contexts and issues (pp. 1-22). Cambridge University Press
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Newbury House Publishers, Inc.
Jafarpour, A. A., Roohani, A., & Hasanimanesh, A. (2015). The impact of extroversion and introversion personality types on EFL learners’ writing ability. Theory and Practice in Language Studies, 5(1), 212-218. http://doi.org/10.17507/TPLS.0501.29
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works? Change: The magazine of higher learning, 30(4), 26-35. https://doi.org/10.1080/00091389809602629
Johnson, J. G., Cohen, P., Smailes, E., Kasen, S., Oldham, J. M., Skodol, A. E., & Brook, J. S. (2000). Adolescent personality disorders associated with violence and criminal behavior during adolescence and early adulthood. American Journal of Psychiatry, 157(9), 1406-1412. https://doi.org/10.1176/appi.ajp.157.9.1406
Kamhi-Stein, L. D. (2000). Looking to the future of TESOL teacher education: Web-based bulletin board discussions in a methods course. TESOL Quarterly, 34(3), 423-455. https://doi.org/10.2307/3587738
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of second language writing, 21(4), 390-403. https://doi.org/10.1016/j.jslw.2012.09.003
Layeghi, F. (2011). Form and content in the argumentative writing of extroverted and introverted Iranian EFL learners. Iranian EFL Journal, 7(3), 166-183
Lin, S., & Overbaugh, R. C. (2009). Computer-mediated discussion, self-efficacy, and gender. British Journal of Educational Technology, 40(6), 999-1013. https://doi.org/10.1111/j.1467-8535.2008.00889.x
Liu, J., & Hansen, J. G. (2018). Peer response in second language writing classrooms. The University of Michigan Press.
Manchon, R. M. (2011). Writing to learn the language: Issues in theory and research. In R. M. Manchon (Ed.), Learning-to-write and writing-to learn in an additional language (pp. 61-84). John Benjamins.
Matsidi, P. (2019). Corrective feedback, error types, and learner uptake: The role of individual differences [Unpublished doctoral dissertation]. University of Central Lancashire. http://clok.uclan.ac.uk/30878/
Muñoz, C., & Muñoz, C. (2006). Age and the rate of foreign language learning (Vol. 19). Multilingual Matters. https://doi.org/10.21832/9781853598937
Murray, R. B., & Mount, M. K. (1996). Effects of impression management on self-deception on the predictive validity of personality constructs. Journal of Applied Psychology, 81(3), 261-272. http://doi.org/10.1037/0021-9010.81.3.261
Nejad, A. M., Bijami, M., & Ahmadi, M. R. (2012). Do personality traits predict academic writing ability? An EFL case study. English Linguistics Research, 1(2), 145-152. https://doi.org/10.5430/elr.v1n2p145
Offir, B., Bezalel, R., & Barth, I. (2007). Introverts, extroverts, and achievement in a distance learning environment. The American Journal of Distance Education, 21(1), 3-19. https://doi.org/10.1080/08923640701298613
Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. Jossey-Bass Inc.
Pellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 59-86). Cambridge University Press.
Pu, H. (2020). Implementing online ELT in the time of crisis: Ordeal or opportunity? ELT Journal, 74(3), 345-348. https://doi.org/10.1093/elt/ccaa030
Qanwal, S., & Ghani, M. (2019). Relationship between introversion/extroversion personality trait and proficiency in ESL writing skills. International Journal of English Linguistics, 9(4), 107-114. https://doi.org/10.5539/ijel.v9n4p107
Rahimi, M. (2015). The role of individual differences in L2 learners’ retention of written corrective feedback. Journal of Response to Writing, 1(1), 19-48. https://journalrw.org/index.php/jrw/article/view/18
Richards, J. C., &Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). Longman; Pearson Education.
Rosalina, C. (2010). EFL students as peer advisors in an online writing center [Unpublished doctoral dissertation]. New York University.
Sachs, R., & Polio, C. (2007). Learners' uses of two types of written feedback on a L2 writing revision task. Studies in Second Language Acquisition, 29(1), 67-100. https://doi.org/10.1017/S0272263107070039
Scott, V. M., & Fuente, M. J. D. L. (2008). What's the problem? L2 learners' use of the L1 during consciousness‐raising form‐focused tasks. The Modern Language Journal, 92(1), 100-113. https://doi.org/10.1111/j.1540-4781.2008.00689.x
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41(2), 255-283. https://doi.org/10.1002/j.1545-7249.2007.tb00059.x
Skehan, P. (1989).Individual differences in second-language learning. Edward Arnold.
Sohn, S. Y., & Jo, Y. K. (2003). A study on the student pilot's mental workload due to personality types of both instructor and student. Ergonomics, 46(15), 1566-1577. http://doi.org/10.1080/0014013031000121633
Song, W., & Usaha, S. (2009). How EFL university students use electronic peer response into revisions. Suranaree Journal of Science and Technology, 16(3), 263-275. http://ird.sut.ac.th/e-journal/Journal/pdf/170401040.pdf
Storch, N. (2017). Peer corrective feedback in computer-mediated collaborative writing. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning: An overview of inquiry and application. (pp. 66-79). Routledge.
Storch, N. (2018). Written corrective feedback from sociocultural theoretical perspectives: A research agenda. Language Teaching, 51(2), 262-277. https://doi.org/10.1017/S0261444818000034
Storch, N. (2019). Collaborative writing as peer feedback. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing contexts and issues (pp. 143-161). Cambridge University Press.
Storch, N., & Wigglesworth, G. (2010). Learners’ processing, uptake, and retention of corrective feedback on writing: Case studies. Studies in Second Language Acquisition, 32(2), 303-334. https://doi.org/10.1017/S0272263109990532
Suzuki, W. (2017). The effect of quality of written languaging on second language learning. Writing & Pedagogy, 8(3), 461-482. https://doi.org/10.1558/wap.27291
Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195-207. https://doi.org/10.1017/S0261444811000486
Swain, M., Kinnear, P., & Steinman, L. (2015). Sociocultural theory in second language education. Multilingual Matters. https://doi.org/10.21832/9781783093182
Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251-274. https://doi.org/10.1177/136216880000400304
Teng, F. (2019). The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance. Innovation in Language Learning and Teaching, 13(2), 1-15. https://doi.org/10.1080/17501229.2019.1615493
Teng, L. S., & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48, 100-112. https://doi.org/10.1016/j.jslw.2019.100701
Tigchelaar, M., & Polio, C. (2017). Language-focused peer corrective feedback in second language writing. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning: An overview of inquiry and application (pp. 97-113). Routledge.
Tuzi, F. (2004). The impact of e-feedback on the revisions of L2 writers in an academic writing course. Computers and Composition, 21(2), 217-235. https://doi.org/10.1016/j.compcom.2004.02.003
Voorn, R. J. J., & Kommers, P. A. M. (2013). Social media and higher education: Introversion and collaborative learning from the student’s perspective. International Journal of Social Media and Interactive Learning Environments, 1(1), 59-73. https://doi.org/10.1504/IJSMILE.2013.051650
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wakamoto, N. (2009). Extroversion/introversion in foreign language learning: Interactions with learner strategy use. Peter Lang. Weiner.
Ware, P. D. (2004). Confidence and competition online: ESL student perspectives on web-based discussions in the classroom. Computers and Composition, 21(4), 451-468. http://dx.doi.org/10.1016/j.compcom.2004.08.004
Ware, P. D., & Warschauer, M. (2006). Electronic feedback and second language writing. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 105-122). Cambridge University Press.
Warschauer, M. (2006). Sociocultural perspectives on CALL. InJ. Egbert&G. M. Petrie (Eds.), CALLresearch perspectives (pp. 41-51). Lawrence.
Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13(1), 21-39. https://doi.org/10.1016/0883-0355(89)90014-1
Wu, W. (2005). Using blogs in an EFL writing class. In Theproceedings of 2005 International Conference and Workshop on TEFL & Applied Linguistics, Ming Chuan University, 16, 426-432. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.476.3456&rep=rep1&type=pdf
Yu, S., & Hu, G. (2017). Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback? Teaching in Higher Education, 22(2), 178-192. https://doi.org/10.1080/13562517.2016.1221806
Yu, S., & Lee, I. (2016). Peer feedback in second language writing (2005-2014). Language Teaching, 49(4), 461-493. https://doi.org/10.1017/S026144481600016
Hoomanfard, M. H., & Rahimi, M. (2021). Effect of Computer-Mediated vs. Face-to-Face Peer Feedback on L2 Introverted vs. Extroverted Learners’ Writing Ability and Language-Related Episodes. Journal of Language Horizons, 5(2), 51-73. doi: 10.22051/lghor.2020.32628.1353
MLA
Mohammad Hamed Hoomanfard; Mohammad Rahimi. "Effect of Computer-Mediated vs. Face-to-Face Peer Feedback on L2 Introverted vs. Extroverted Learners’ Writing Ability and Language-Related Episodes", Journal of Language Horizons, 5, 2, 2021, 51-73. doi: 10.22051/lghor.2020.32628.1353
HARVARD
Hoomanfard, M. H., Rahimi, M. (2021). 'Effect of Computer-Mediated vs. Face-to-Face Peer Feedback on L2 Introverted vs. Extroverted Learners’ Writing Ability and Language-Related Episodes', Journal of Language Horizons, 5(2), pp. 51-73. doi: 10.22051/lghor.2020.32628.1353
VANCOUVER
Hoomanfard, M. H., Rahimi, M. Effect of Computer-Mediated vs. Face-to-Face Peer Feedback on L2 Introverted vs. Extroverted Learners’ Writing Ability and Language-Related Episodes. Journal of Language Horizons, 2021; 5(2): 51-73. doi: 10.22051/lghor.2020.32628.1353