The Effect of Online Collaborative Feedback vs. Online Teacher Feedback on EFL Learners’ Writing Performance across Inter/Intrapersonal Intelligences

This study adopted a quasi-experimental design with pre- and post-tests to examine the effects of online collaborative feedback vs. online teacher feedback on EFL learners’ writing performance across inter/intrapersonal intelligences. The participants comprised 140 Iranian intermediate EFL learners chosen based on their performance on a Preliminary English Test out of an initial number of 200 learners. The selected participants completed Multiple Intelligence Developmental Assessment Scales to identify those possessing high interpersonal and intra-personal intelligences. The interpersonal and intrapersonal intelligent learners were placed into two sub-groups of experimental and comparison groups. While the experimental groups received online collaborative written corrective feedback (CWCF), the comparison groups were not required to provide collaborative written feedback to their peers. The results indicated that online CWCF and online teacher corrective feedback (TCF) differentially affected students’ writing performance with the CWCF being more effective than TCF. Moreover, it was revealed that intelligence types differentially affected students’ writing performance. Furthermore, the results of Two-way ANOVA showed that there was a significant interaction effect between the CF and intelligence types on students’ writing. Based on the findings, EFL teachers are advised to incorporate online CWCF in their online classes to enhance EFL learners’ writing while acknowledging learners’ inter/intrapersonal intelligences.