The objectives of this study were to compare the impact of peer feedback implementation with teacher involvement through training in the classroom and asynchronous online communication on the quality of students' writing revisions, as well as to investigate students' perceptions of peer feedback activities. Twenty-five students participated in the experimental study. Eleven students were willingly to be interviewed. Inferential statistical analysis was used to interpret the quantitative data collected from students’ essay writing scores. Meanwhile, the data obtained through observations and interviews was interpreted using qualitative coding analysis. The results of the inferential statistical analysis revealed that peer feedback activities conducted through asynchronous online interactions had more significant effects compared to those conducted face to face on students’ writing revision. Further, after conducting a thematic analysis, six themes emerged: 1) peer feedback activities could increase students’ autonomy in learning, 2)  the teacher's involvement in peer feedback activities was beneficial in terms of improving the consistency of feedback and revision, 3) peer feedback through asynchronous online interactions gave extra time to produce more beneficial comments, 4) peer feedback activities through asynchronous online interactions gave more chances to become a writing audience, 5) communicating via Facebook made the students feel awkward, and 6) recorded feedback via Facebook comments was more beneficial for students’ revision. The implication of the research is that teachers of English needs to consider asynchronous online interactions for students’ writing revision when teaching writing.

中文翻译：

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通过面对面和异步在线互动​​在教师干预下体验同伴反馈活动：对学生写作发展和感知的影响

本研究的目的是比较通过课堂培训和异步在线交流对学生写作修改质量的同伴反馈实施与教师参与的影响，以及调查学生对同伴反馈活动的看法。25名学生参加了实验研究。11名学生愿意接受采访。推论统计分析用于解释从学生论文写作分数中收集的定量数据。同时，通过定性编码分析对通过观察和访谈获得的数据进行解释。推论统计分析的结果表明，通过异步在线互动​​进行的同伴反馈活动与面对面进行的活动相比，对学生的写作修改具有更显着的影响。此外，在进行主题分析后，出现了六个主题：1）同伴反馈活动可以增加学生的学习自主权，2）教师参与同伴反馈活动有利于提高反馈和修订的一致性，3）同伴通过异步在线互动​​的反馈给了额外的时间来产生更多有益的评论，4）通过异步在线互动​​的同伴反馈活动给了成为写作观众的更多机会，5）通过 Facebook 交流让学生感到尴尬，6) 通过 Facebook 评论记录的反馈更有利于学生的复习。该研究的意义在于，英语教师在教授写作时需要考虑学生写作修改的异步在线互动​​。