V Th Qunh Trang1. THE EFFICACY OF ELECTRONIC PEER FEEDBACK: FROM TAIWANESE EFL STUDENTS' PERSPECTIVESThis study investigates the effect of face-to-face and electronicpeerreviewonthe revision andwritingquality of Taiwanese EFL college students. The participants took part in two-steppeerreview activities under two different modes (i.e., written comments followed by face-to-face discussions versus electronic comments followed by online chats). The design of electronicpeerreview involved an online platform, OnlineMeeting, featuring document management and synchronouschat roomfunctions. The results show that both modes generated similar percentage of revision-oriented comments that were incorporated into revision. However, face-to-facepeerreview resulted in morepeer-triggered revisions and more improved second drafts than the electronic mode. In addition, the interview findings indicate that although OnlineMeeting received good evaluation from the students, many had reserved attitudes toward replacing face-to-face discussion with online chats. 2. Students perceptions about peer assessment for writing: their origin and impact on revision workWe investigate students' negative perceptions about an onlinepeerassessment system for undergraduatewritingacross the disciplines. Specifically, we consider the nature of students' resistance topeerassessment; what factors influence that resistance; and how students' perceptions impact their revision work. We do this work by first examining findings from an end-of-course survey administered to 250 students in ten courses across six universities using an onlinepeerassessment system called SWoRD for theirwritingassignments. Those findings indicate that students have the most positive perceptions of SWoRD in those courses where an instructor graded their work in addition topeers(as opposed topeer-only grading). We then move to an in-depth examination of perceptions and revision work among 84 students using SWoRD and no instructor grading for assessment ofwritingin one university class. Findings from that study indicate that students sometimes regardpeerassessment as unfair and often believe thatpeersare unqualified to review and assess students' work. Furthermore, students' perceptions about the fairness ofpeerassessment drop significantly following students' experience in doingpeerassessment. Students' fairness perceptions--and drops in those perceptions--are most significantly associated with their perceptions about the extent to which peers'feedback3. USING PEER FEEDBACK TO IMPROVE LEARNING VIA ONLINE PEER ASSESSMENTThis study investigates the influence of various forms of peer observation and feedback on student learning. We recruited twelve graduate students enrolled in a course entitled, Statistics in Education and Psychology, at a university in northern Taiwan. Researchers adopted the case study method, and the course lasted for ten weeks. Students were first required to learn the content and complete homework assignments through online peer assessment activities. Data were collected from interviews and student journals for content analysis. The results demonstrate that the quality of feedback improved from the first peer assessment to the second; however, the amount of advanced feedback decreased. Although students adjusted their homework according to the feedback provided by their classmates, they did not fully accept this criticism. Students valued specific feedback more highly than scores; however, the desire to obtain high scores motivated many students to modify their papers. When students discovered that peer reviewers were unable to understand their work, they would rewrite it with more extensive explanations and adopt feedback to generate new ideas or research directions. Finally, the students made valuable modifications to their work with the help of feedback from others, and most of the students had a positive impression of peer observation after participating in online peer assessment activities.