Asynchronous written peer feedback and synchronous verbal peer feedback loop

Peer review in English as a foreign language writing class has proven to be a useful practice allowing to students work collaboratively on their written tasks. Using technological aids, it has reached various modalities in both giving and receiving feedback. To measure the effectiveness of two types of peer review processes, two methods (asynchronous and synchronous) were tested to explore learner perceptions on giving and receiving peer feedback. Within this frame, a study was carried out with 32 students in prep class grade 5. The participating students were all native speakers of Turkish, aged 10 and 11. In this study, two different strategies were applied: asynchronous written feedback on Jamboard and synchronous verbal feedback on Google Meet. The purpose of this was to enable students to become actively involved in the peer review process. Data was collected via semi-structured and structured interviews. The study results showed that students benefited from this process and had a positive attitude towards from peer review. Another notable point of the study showed that gender difference also has a slight effect on peer review, male students stated that they felt more comfortable, and the female felt more shy and less comfortable.