This study examined learners’ perceptions of telecollaboration, specifically an email exchange between learners in the US and Germany, and of peer and teacher corrective feedback (CF) during the exchange. Participants were 38 learners from a second-semester German course at a US university. Their virtual exchange partners were learners of English at a German high school. Learners were assigned to a telecollaboration + peer feedback (PeerF) condition ( N = 15), a telecollaboration + teacher feedback (TeacherF) condition ( N = 10), or a telecollaboration-only (Control) condition ( N = 13). Each week, they sent one email in German and one email in English to their partners. While the PeerF Group received CF on their emails from their partners, the TeacherF Group received feedback from their instructor, and the Control Group did not receive feedback. Quantitative and qualitative data from a survey and semi-structured interviews indicated that all learners strongly believed in both the effectiveness of telecollaboration and CF during telecollaboration. However, learners in the TeacherF Group found telecollaboration significantly less enjoyable than learners in the PeerF Group. Moreover, learners in both feedback groups favored receiving CF from an email partner over CF from a teacher. Pedagogical implications of these findings are discussed.

中文翻译：

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学习者在书面远程协作期间对纠正反馈的看法


本研究调查了学习者对远程协作的看法，特别是美国和德国学习者之间的电子邮件交流，以及交流过程中的同伴和教师纠正反馈 （CF）。参与者是来自美国大学第二学期德语课程的 38 名学习者。他们的虚拟交换伙伴是德国一所高中的英语学习者。将学习者分配到远程协作 + 同伴反馈 （PeerF） 条件 （N = 15）、远程协作 + 教师反馈 （TeacherF） 条件 （N = 10） 或仅远程协作（控制）条件 （N = 13）。每周，他们都会向合作伙伴发送一封德语电子邮件和一封英语电子邮件。虽然 PeerF 组在合作伙伴的电子邮件中收到了 CF，但 TeacherF 组收到了来自讲师的反馈，而对照组没有收到反馈。来自调查和半结构化访谈的定量和定性数据表明，所有学习者都坚信远程协作和 CF 在远程协作期间的有效性。然而，TeacherF 组的学习者发现远程协作的乐趣明显低于 PeerF 组的学习者。此外，两个反馈组中的学习者都喜欢从电子邮件合作伙伴那里接收 CF，而不是从教师那里接收 CF。讨论了这些发现的教学意义。