This study investigates connections between asynchronous online feedback from writing center (WC) tutors and revision by non-native speakers (NNS). The chapter specifically examines work by students who speak English as a foreign language (EFL) at an American university in Greece. Results indicate the effects of online tutoring are positive. However, e-feedback is sometimes ineffective due to difficulty understanding and applying tutor comments. Further development of quality e-feedback is needed, and a combination of online and onsite visits may yield enhanced results.
Type of Publication: Book Article
Author: Vassiliki Kourbani
Year of Publication: 2018
Book: Thinking Globally, Composing Locally: Rethinking Online Writing in the Age of the Global Internet (edited by Rich Rice and Kirk St. Amant)
Page Range: 233-256