Anonymous vs. Conference Peer Feedback on writing of English as an Additional Language learners

Based on the interaction theory (Gass; Mackey, 2006; Long, 1996; Polio, 2012), this study hypothesised that the conference peer feedback group would outperform the anonymous peer feedback group on EAL writing. However, descriptive data for the variable effectiveness showed a slight trend favouring the anonymous group, with no statistically significant difference between the two groups.

本研究基于互动理论（Gass; Mackey, 2006; Long, 1996; Polio, 2012）提出假设：会议式同伴反馈小组在英语作为附加语言（English as an Additional Language, EAL）写作表现上，将优于匿名同伴反馈小组。然而，针对有效性这一变量的描述性数据呈现出微弱的有利于匿名小组的趋势，且两组间未存在统计学意义上的显著差异。