Yabancı dilde yazma öğretiminde video aracılı akran geri bildirimi etkileşimlerinin konuşma çözümlemesi yöntemiyle incelenmesi

Technology integration into second language writing instruction has become increasingly popular recently. Computer-mediated communication tools have been in use for decades as instruments that promote learners' writing in a second language (L2). In order to better benefit from such affordances, the activities that are conducted through them should be investigated thorougly. This study aimed to examine the interactions that take place among university-level students during video-mediated L2 writing peer feedback activities. It intended to uncover the interactional patterns and practices in this activity to better describe it through a conversation analytic perspective, which may have fruitful consequences for planning, conducting, and evaluating future video-mediated peer feedback sessions as supplementary out-of-class activities in teaching and learning writing in an L2. The study was carried out at a large university in Turkey. A total of nine students, three of whom were male and six of whom were female, participated in the study. They were first-grade students at the English language department of the university whose ages changed between 17 and 21. The participants were volunteer members of an online debate club which was devised to improve their speaking skills in the target language. Before collecting the data, they were trained through both face to face and online seminars in which they were both provided the details on technical issues and on the content and procedure of this online activity. The data were collected from the video-mediated L2 writing feedback sessions of the participants. In these sessions, the previously written essay of a group member was discussed where the other two group members provided feedback on it. The recordings of each groups' member's screens through a screencasting software formed the data. Conversation Analysis (CA) method was applied in the analysis of the data. The data were analyzed meticulously to uncover interactional patterns and practices in video-mediated L2 writing peer feedback activity. The study revealed interactional patterns and practices regarding the provision and response phases of the feedback process. In addition to other findings, it emerged from the minute detailed analysis of the data that resistance to feedback creates opportunities for learning of not only feedback receiving peers but also the feedback providers. Flexible but encompassing patterns that come out of the data were presented. Implications for L2 writing research and education were provided in the conclusion chapter together with the limitations of the study and suggestions for future research.