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Examples taken directly from students’ comments in the study.

Table 6 Examples taken directly from students’ comments in the study.

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Fig. 1. Steps designed in the writing cycle (adapted from Tsui and Ng, 2000). A commercial free blog environment, Vox (http://www.vox.com), was adopted for the current study. Four assignments were designed. The writing cycle for each assignment lasted for 3-4 weeks. Students went through idea development, completing the first draft, exchanging peer comments, and revising the first draft so that the second draft came into view (based on Tsui and Ng, 2000, see Fig. 1). In the students’ first and fourth writing
Fig. 1. Steps designed in the writing cycle (adapted from Tsui and Ng, 2000). A commercial free blog environment, Vox (http://www.vox.com), was adopted for the current study. Four assignments were designed. The writing cycle for each assignment lasted for 3-4 weeks. Students went through idea development, completing the first draft, exchanging peer comments, and revising the first draft so that the second draft came into view (based on Tsui and Ng, 2000, see Fig. 1). In the students’ first and fourth writing
Analysis of peer comments for the first writing assignments. Table 1 Students’ peer comment areas were also classified into those concerning global or local writing problems, as seen in Table 1. Global comments dominate students’ evaluation, suggestion, and clarification comments,
Analysis of peer comments for the first writing assignments. Table 1 Students’ peer comment areas were also classified into those concerning global or local writing problems, as seen in Table 1. Global comments dominate students’ evaluation, suggestion, and clarification comments,
Comparisons of peer comments in the first and fourth assignments. Table 2 comprising 71% of the three types combined. The gap between global comments and local comments is nar- rower only in the category of evaluation comments. A possible explanation is that the local aspects of writing are noticeably correctible, so evaluation comments from commentators sufficed in pointing out possible revi- sion directions. In contrast, the global aspects of writing might need clearer explanations and more sophisti- cated rhetorical knowledge, which were available in suggestion comments. Overall, students’ comments demonstrate a good range of language functions to show that they had tried to communicate problems con- cerning the global or local areas in texts to their peers.
Comparisons of peer comments in the first and fourth assignments. Table 2 comprising 71% of the three types combined. The gap between global comments and local comments is nar- rower only in the category of evaluation comments. A possible explanation is that the local aspects of writing are noticeably correctible, so evaluation comments from commentators sufficed in pointing out possible revi- sion directions. In contrast, the global aspects of writing might need clearer explanations and more sophisti- cated rhetorical knowledge, which were available in suggestion comments. Overall, students’ comments demonstrate a good range of language functions to show that they had tried to communicate problems con- cerning the global or local areas in texts to their peers.
Adoption of peer comments for the first and fourth writing assignments. Table 3
Adoption of peer comments for the first and fourth writing assignments. Table 3
Revision effectiveness of text areas for the first and fourth writing assignments. Table 4
Revision effectiveness of text areas for the first and fourth writing assignments. Table 4
Rating of questionnaire items on peer review and revision. 4.4. Students’ perceptions
Rating of questionnaire items on peer review and revision. 4.4. Students’ perceptions
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PerceptionElectronic publishingHigher EducationCollaborative WritingInternet technologyStudent Perception
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