en Online Reformulation and Collaborative Feedback: Its Effect on EFL Learners’ Writing Performance during the COVID-19 Pandemic عمومى General پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span style="text-autospace:none"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The present study </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">examined the effect of the online </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">reformulation and collaborative feedback on Iranian learners&rsquo; writing in an English as a foreign language (EFL) context</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">. To this end, </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">three female intact classes (N = 55) at the upper-intermediate level were selected. Two of these classes were thence randomly selected as the experimental groups (1 & 2) and the other one as the control group. Experimental </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">group 1 was provided with online writing </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">feedback in the form of reformulation</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">. Experimental group 2 </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">received online feedback through reformulation</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> followed by </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">general online sessions with the participants for extra individual guidance, i.e., online collaborative feedback in the form of post-writing conferences</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">. </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The control group experienced the same amount of online writing instruction. They were, however, provided feedback conventionally without reformulation tasks and collaborative feedback. </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">To measure writing proficiency, </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">IELTS task 2 </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">was administered as the pre-treatment and the post-treatment test. </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">One-way ANOVA and Post-hoc Tukey Test </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">were used to compare </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">the mean score of the composition tests</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> between groups. The significant effect of </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">online reformulation and collaborative feedback</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> on writing was confirmed. </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">This study has pedagogical implications for EFL English teachers and stakeholders in providing feedback on EFL learners&rsquo; writings.</span></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:normal"><span style="text-autospace:none"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The present study </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">examined the effect of the online </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">reformulation and collaborative feedback on Iranian learners&rsquo; writing in an English as a foreign language (EFL) context</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">. To this end, </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">three female intact classes (N = 55) at the upper-intermediate level were selected. Two of these classes were thence randomly selected as the experimental groups (1 & 2) and the other one as the control group. Experimental </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">group 1 was provided with online writing </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">feedback in the form of reformulation</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">. Experimental group 2 </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">received online feedback through reformulation</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> followed by </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">general online sessions with the participants for extra individual guidance, i.e., online collaborative feedback in the form of post-writing conferences</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">. </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The control group experienced the same amount of online writing instruction. They were, however, provided feedback conventionally without reformulation tasks and collaborative feedback. </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">To measure writing proficiency, </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">IELTS task 2 </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">was administered as the pre-treatment and the post-treatment test. </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">One-way ANOVA and Post-hoc Tukey Test </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">were used to compare </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">the mean score of the composition tests</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> between groups. The significant effect of </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">online reformulation and collaborative feedback</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> on writing was confirmed. </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">This study has pedagogical implications for EFL English teachers and stakeholders in providing feedback on EFL learners&rsquo; writings.</span></span></span></span></span></span><br> &nbsp; corrective feedback, online collaborative feedback, online reformulation corrective feedback, online collaborative feedback, online reformulation, 101 118 http://ijreeonline.com/browse.php?a_code=A-10-965-1&slc_lang=en&sid=1 Maedeh Davari Maedeh Davari m.davarii@yahoo.com 10031947532846002586 10031947532846002586 Yes Department of English Language, Islamic Azad University, Tehran, Iran Department of English Language, Islamic Azad University, Tehran, Iran