Various researchers have made theoretical claims that feedback obtained through conversational interaction can facilitate language development. As for writing courses, written feedback has been proved to be of little help. Hence, the present study attempted to investigate student view on the implementation of dialog feedback and to trace any improvement in writing as a result of attending such conferences. The participants were 17 male and female Iranian EFL undergraduates. Having been trained, the participants were required to offer their comments on their peers' writing. Reports indicated that the students looked at such dialogs differently, though a majority enjoyed them. No writing improvement was observed!
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