Efl Learners' Attitudes and Perceptions of Online and Conventional Peer Written Feedback: A Tertiary Level Experience

Hoomanfard, Mohammad Hamed

doi:10.24200/mjll.vol6iss1pp49-62

Cited by 1 publication

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“…According to Guardado and Shi (2007), some people preferred to provide positive feedback or cover up their negative feedback as reviewers, students who are unsure of themselves tend to give only positive feedback and make few suggestions regarding the work of other students in conventional peer review. Another explanation about traditional or conventional feedback is that in conventional peer feedback, it emphasized on the face-to-face or pen-pencil-paper based of giving feedback (Hoomanfard, 2017). Moreover, in a conventional environment, there is not only peer feedback that can be conducted in the classroom, but also a small group of students also can provide the feedback to one and another.…”

Section: Literature Review the Differences Of Traditional Peer Feedba...mentioning

confidence: 99%

Digital Peer Feedback and Students’ Critical Thinking: What Correlation and to What Extent?

Aprilianti,

Widyantoro

2024

JOLLT

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Digital peer feedback is one of the valuable instructional activities that can enhance students' critical thinking abilities. Yet, knowing it is an urge, the discussion about this has not been much quantitatively checked by some scholars.Therefore, the purpose of this research is to investigate the relationship between the qualification of perceived of providing digital peer feedback and students' critical thinking. In amplifying the purpose, this current research utilized a quantitative approach with a correlational design. The result shows an overall rating of 3.55 out of 4, indicates that students show a high perception of providing digital peer feedback. The critical thinking score of the students was indicates in the second result (3.82 out of 5), which shows that it is high level of critical thinking. The last finding examines the relationship between students' critical thinking and their perception of the advantages of providing digital peer feedback. The correlation test's significant (2-tailed) value is found to be 0.000 < 0.05 in the result, indicating that the alternative hypothesis (H1) is accepted. The relationship was classified as weak level since the Pearson correlation result (r-value) was 0.358. It concludes that students applied critical thinking skills when providing digital peer feedback, and they also believed that providing digital peer feedback had various benefits for them. The result, it can be used to gain a greater understanding on how students view digital peer feedback, their critical thinking, and the relationship between qualification of perceived of providing digital peer feedback and students' critical thinking.

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Section: Literature Review the Differences Of Traditional Peer Feedba...mentioning

confidence: 99%

Digital Peer Feedback and Students’ Critical Thinking: What Correlation and to What Extent?

Aprilianti,

Widyantoro

2024

JOLLT

View full text Add to dashboard Cite

show abstract

Efl Learners' Attitudes and Perceptions of Online and Conventional Peer Written Feedback: A Tertiary Level Experience

Abstract: The present study attempted to uncover EFL learners '

Cited by 1 publication

References 15 publications

Digital Peer Feedback and Students’ Critical Thinking: What Correlation and to What Extent?

Digital Peer Feedback and Students’ Critical Thinking: What Correlation and to What Extent?

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