Abstract
Over the last decade, various studies have contributed to research around Computer-mediated Communication (CMC) tools such as Facebook Group as an alternative method for teaching English writing. In the review of Facebook in the L2 writing process, the study has found that the advent of Facebook integrated into a conventional writing class further necessitates the need for scrutinizing how to shape the quality of comments posted on Facebook Group and how to make use of these given comments in writing. This study explores Facebook-based peer comments on EFL students’ writing revisions, which may aid in answering how Facebook-based peer comments help learners improve their writing. This study’s contribution is to address writing teachers that play an essential role in applying technology into their writing classes to help students with peer commenting activities and students who actively take advantage of Facebook Group in learning outside classrooms.
Keywords: peer comment, writing revision, Facebook-based
DOI: https://doi.org/10.2991/assehr.k.210226.014
