Research Paper on An ethnographic case-study approach within one L2 English doctoral writing group examined the impact of asynchronous written feedback comments on the peer feedback process.

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Title: An ethnographic case-study approach within one L2 English doctoral writing group examined the impact of asynchronous written feedback comments on the peer feedback process.

Abstract: This anthropological case study seeks to examine the role that asynchronously submitted feedback comments play in the peer review process within the setting of a single PhD writing group. Because it has aroused their attention, the researchers are particularly curious to see how the statements affect how the conversation flows. To learn more about the PhD candidates’ viewpoints on what constitutes constructive criticism and to solicit their comments, we had in-person discussions with them. This was done by thinking back on the incident in issue with the benefit of hindsight. In order to deduce the emotive and practical elements contained in the reviewers’ feedback remarks and the external circumstances, the interview transcripts were studied using a grounded theory technique. The emotive and practical elements that are present in the reviewers’ feedback remarks were inferred using the grounded theory method. This was done in order to better comprehend the emotive and pragmatic elements included in the reviewers’ feedback comments. It was possible to find additional evidence that the previously identified components had a major impact on the feedback process by looking at two more datasets, especially the asynchronously written feedback comments and change plans submitted by the participants. This was conceivable as it was not yet known how these factors affected the feedback procedure. This new proof was found through the use of triangulation. The results showed that the written feedback exchanges between the participants were extremely emotional, and that this effect had a considerable impact on the caliber of the feedback the participants provided to one another. As a result, the emotional language an author chooses to use in their work may have a big influence on how they receive criticism and comments from readers and how they react to that feedback. This supports the idea that emotion may be crucial in aiding the development of feedback systems that are more effective and may be used in writing groups. These technologies may provide specific writers with knowledgeable comments, which would be highly beneficial. Suppose feedback comments were produced asynchronously to aid in the development of a deeper understanding of emotion. In that situation, it could be feasible to support the growth of more benevolent feedback practices within writing groups. In order to do this, the communities would need help developing their emotional literacy. By doing so, it would be feasible to provide the input early.

Keywords: PhD candidates, academic writing groups, peer reviews, hedging methods, and social presence are all discussed.”

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Subject: ELT – English Language Teaching

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