O n f e r e n c e

Short paper 
Introduction 
This short paper reports part of a larger ongoing study of peer feedback on EIL writing 
published online in the 
Storybird 
website. It aims to contribute to the study of peer 
feedback on EIL written compositions, by considering an up to date internet based 
version of this. Second it adds to our knowledge of how Web 2.0 can impact on EIL 
learners, specifically what they communicate with peers about stories they write using 
English online. 

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-112- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Research questions 
 
1.
What kinds of unprompted feedback in English do Taiwanese university students 
give in online response
to English compositions by unknown peers
?
2.
Is their feedback different depending on the level of writing proficiency exhibited 
in the compositions?
Method 
The context and participants 
The study took place with cooperation of three Taiwanese universities. We have two sets 
of stories written by Taiwanese students and published in Storybird, each with feedback 
via Storybird from other Taiwanese students, all in English. All participants were native
speakers of Chinese, of ages ranging between 18 and 25. 
The story writers came from two non-English major groups which participated. Those 
taking 
the Children’s Literature Appreciation and Creation course (CLAC) were seniors so
reasonably proficient in English. Those taking the Oral Training course (OT) were 
freshmen so of lower English proficiency. The students giving feedback on the stories 
were other Taiwanese students of rather varied English proficiency levels. Some were 
from the same university as the writers, others from other universities.