Abstract This study compares the effectiveness and perception of anonymous and conference peer feedback on the writing of learners of English as an Additional Language (EAL). The 24 participants attended two classes of EAL at upper-intermediate level in an extension project at a university in Brazil. Both groups were experimental. One engaged with asynchronous peer feedback via email only, and the other also had a peer conference (face-to-face interaction). Data, collected over one semester, encompassed first drafts, peer feedback, and revised drafts of an argumentative essay along with responses to a questionnaire. The results showed that both types of feedback were effective to a similar extent. While peer conferences were seen as an opportunity for learners to clarify outstanding feedback issues, they did arouse some hostility. Deindividuation, the feeling individuals have when in groups, seemed to foster more feedback among anonymous reviewers. In addition, the study contributes to the field by reporting that learners seem to pay more attention to peer feedback than to teacher feedback because of the uncertainty it generates, which might enhance noticing. Pedagogical implications of the findings are discussed focussing on writing developed in general EAL courses.

中文翻译：

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认识我，认识你：匿名和会议同行反馈对英语作为附加语言学习者写作影响的比较研究

摘要 本研究比较了匿名和会议同行反馈对英语作为附加语言 (EAL) 学习者写作的有效性和看法。24 名参与者在巴西一所大学的一个扩展项目中参加了两个中高级水平的 EAL 课程。两组都是实验性的。一个只通过电子邮件参与异步同行反馈，另一个也有一个同行会议（面对面的互动）。在一个学期内收集的数据包括初稿、同行反馈和议论文的修订稿以及对问卷的答复。结果表明，两种类型的反馈在相似程度上都是有效的。虽然同行会议被视为学习者澄清悬而未决的反馈问题的机会，但它们确实引起了一些敌意。去个性化，个人在群体中的感觉似乎在匿名评论者之间促进了更多反馈。此外，该研究报告称，由于其产生的不确定性，学习者似乎更关注同伴反馈而不是教师反馈，这可能会增强注意力，从而为该领域做出贡献。讨论结果的教学意义，重点是在一般 EAL 课程中开发的写作。