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The purpose of this study was to compare the effects of the combination of teacher-led feedback and peer review (TF + PR) and a single TF method on the writing performance of English as a foreign language (EFL) university students within a collaborative online learning system. The students' perceptions of the writing course were also examined. An experimental PR + TF group and a comparison TF group, with a total of 107 undergraduate students majoring in nursing, participated in this study during the fall semester of 2011. The results revealed that the students in the TF + PR group demonstrated greater improvements than those who received only TF in terms of holistic writing skills and the subscales of content, organization, grammar, mechanics, and style. The PR perceptions of the TF + PR group learners and the manner in which they adopted strategies for coping with peer feedback are discussed.

The Journal of International Advanced Otology (J Int Adv Otol) is an international, peer reviewed, open access publication that is fully sponsored and owned by the European Academy of Otology and Neurotology and the Politzer Society. The journal is published triannually in April, August, and December and its publication language is English. The scope of the Journal is limited with otology, neurotology, audiology (excluding linguistics) and skull base medicine. The Journal of International Advanced Otology aims to publish manuscripts at the highest clinical and scientific level. J Int Adv Otol publishes original articles in the form of clinical and basic research, review articles, short reports and a limited number of case reports. Controversial patient discussions, communications on emerging technology, and historical issues will also be considered for publication. Target audience of J Int Adv Otol includes physicians and academics who work in the fields of otology, neurotology, audiology and skull base medicine.