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The study proposed a mix-mode peer response, the E-Peer Response (EPR), to overcome the bias of a single mode, and examined how students with different levels of ability react to the EPR. Two classes participated in this study. One was the experimental group (EG) with the EPR; the other was the control group (CG) with a teacher-centered writing approach. Composition posttest scores were applied to evaluate participants' writing performance while the number of feedback was employed to evaluate students' peer response behavior. The results revealed that students in the EG performed better than those in the CG. This was due to the fact that the EPR provided a convenient online writing environment, a complete writing practice, and a sharable mechanism. High-ability students not only benefited more from the EPR than the low-ability students, but also high-ability students significantly outperformed low-ability students in giving suggestions on content features.

Mobile devices (MDs) change the way of teaching and learning. However, not every student can appreciate the value of MDs. Thus, it is necessary to consider individual differences. Among various individual differences, cognitive styles particularly affect student learning because they refer to individuals' information processing habits. In this vein, this study aimed to compare the effects of desktop computers (DCs) and MDs on student learning from a cognitive style perspective. The results demonstrated that students in the MD scenario showed more positive reactions than those in the DC scenario. Students in the MD scenario generally performed better than those in the DC scenario. In addition, Holists and Serialists performed differently in the DC scenario, while they demonstrated similar performance in the MD scenario. However, they spent a similar amount of time for completing the tasks, regardless of the DC scenario and MD scenario.

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