EFL Students’ Responses on Teacher’s Online Written Feedback: Interaction, Revision, and Perception

Suci, Dewi Nur; Basthomi, Yazid; Mukminatien, Nur; Santihastuti, Asih; Syamdianita, Syamdianita

doi:10.17509/ijal.v11i2.28549

Cited by 5 publications

(4 citation statements)

References 38 publications

(62 reference statements)

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“…Regarding the contribution of feedback to the revision of learners' work in higher education, the vast majority of research is related to academic writing, i.e., the writing of texts, essays, and scientific arguments (Alvarez, Espasa, & Guasch, 2012;Lam, 2013;Wakabayashi, 2013;Ruegg, 2015;Patchan & Schunn, 2016;Grigoryan, 2017;Suzuki, Nassaji, & Sato, 2019;Isnawati, Sulistyo, Widiati, & Suryati, 2019;Cui, Schunn, & Gai, 2021;Suci, Basthomi, Mukminatien, Santihastuti, & Syamdianita 2021;Han & Wang, 2021;Thi & Nikolov, 2021;Mujtaba, Reynolds, Parkash, & Singh, 2021;Huang, 2021;Alharbi, 2022;Van Meenen, Masson, Catrysse, & Coertjens, 2023), as well as eighteen studies on the subject of English as a foreign language (Yang & Meng, 2013;Nakatake, 2013;Wang, 2014;Huang, 2015;Yu & Lee, 2015;Lei, 2017;Tajabadi, Ahmadian, Dowlatabadi, & Yazdani, 2020;Li & Zhang, 2021;Cheng, 2022;Soltanpour & Valizadeh, 2018) and as a second language (Ferris, Liu, Sinha, & Senna, 2013;Razali & Jupri, 2014;Shintani, Ellis, & Suzuki, 2014;Bao, Sato, Leis, & Suzuki, 2016;Conijn, Zaanen, & Waes, 2019;Yamashita, 2021;Endley & Karim, 2022;Koltovskaia, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Thorough feedback is highly appreciated by learners (Wilken, 2018), as well as specific feedback (Yu and Lee, 2015;Lei, 2017;Huang, 2021) and peer feedback confers significant benefits to their revisions (Wakabayashi, 2013;Wang, 2014;Yu & Lee, 2015;Ruegg, 2015;Patchan & Schunn, 2016;Lei, 2017;Tajabadi, Ahmadian, Dowlatabadi, & Yazdani, 2020;Pham, Huyen, & Nguyen, 2020;Abri, 2021;Cui, Schunn, & Gai, 2021;Li & Zhang, 2021;Huang, 2021;Van Meenen, Masson, Catrysse, & Coertjens, 2023). Finally, electronic feedback has been shown to be a key contributor to successful revisions (Alvarez, Espasa, & Guasch, 2012;Yang et al, 2013;Cotos et al, 2020;Koltovskaia, 2020;Pham, 2020;Suci, Basthomi, Mukminatien, Santihastuti, & Syamdianita 2021;Thi & Nikolov, 2021;Yamashita, 2021;Han & Wang, 2021).…”

Section: Discussionmentioning

confidence: 99%

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The Contribution of Teacher Feedback to Learners’ Work Revision: A Systematic Literature Review

Charalampous,

Darra

2023

WJE

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Feedback is an essential aspect of the teaching and learning process since it can objectively describe the learner's performance and guide him through revising their work to improve their academic performance. Studies regarding its application in education have recorded significant pedagogical benefits at the teaching and learning levels. The paper presents the results of a systematic literature review of 76 studies (2012-2022), which evaluated the contribution of teacher feedback to the revision of student work. The review was based on the PRISMA methodology, and studies were selected based on quality criteria. The results showed that most of the studies recorded significant benefits from the application of several types of feedback processes in the successful revision of trainees' work, such as the successful correction of errors, the improvement of the quality of their texts, the assimilation of improvement strategies and the receptivity of teachers and learners. Most of the research concerns English as a second and foreign language course and academic writing, recorded in higher education and collected self-report data, utilizing primarily quasi-experimental intervention.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Contribution of Teacher Feedback to Learners’ Work Revision: A Systematic Literature Review

Charalampous,

Darra

2023

WJE

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“…In addition, the slang word "Guys" was commonly found in several written conversation when the teacher welcomed students in non-formal situations showed how the teacher tried to grow positive emotions and build close relationships with the students through dialogic utterances. Maros and Halim (2018), cited in Suci et al, (2021), informed that addressing phrases could promote friendliness in social interactions. Therefore, compliments, guidance, and honorifics may be advantageous in dialogic contact.…”

Section: Socio-affective Levelmentioning

confidence: 99%

EFL Teacher Intervention in Mediating Students’ Interaction in Web-Based Collaborative Writing Environment Using Google Docs

Purwaningtyas

Nurkamto

Kristina

2023

VELES

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The level of teacher’s assistance in web-based collaborative writing activities affected students’ collaboration and non-collaboration. Therefore, the teacher’s role in enhancing students’ active learning was inseparable. This study focused on the EFL teacher moves in facilitating groups’ work of writing using web-based tool, Google Docs to support online learning. Conducting collaborative work in writing technology was valuable for promoting students’ participation and collaboration. The participant in this qualitative research case study was an EFL teacher at an Indonesian vocational high school. The data was based on a semi-structured interview and document analysis of students’ worksheet and teacher-students’ written conversation in Google Docs. The findings showed that web-based medium facilitated the teacher assisted the students’ engagement through organisational, socio-cognitive, and socio-affective in collaborative writing environment. Significantly, the teacher favorably convenience to deliver electronic feedback and monitoring students’ progress quickly. Unfortunately, students’ issues (e.g. less collaboration, cheated on the internet), and technical issues (e.g. unstable internet connection, low devices’ specification) were commonly problems encountered by the teacher. Google Docs as a web-based medium was valuable to help the teacher in creating groups’ work in teaching online writing. This research implies that the teacher might be more concerned on selecting appropriate types of intervention and utilize suitable media to support teaching’s styles by enriching technology skills’ training. In addition, students could enjoyed and acquired benefits from having the teacher's help to be more collaboratively work in constructing text with their teammates.

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“…Research databases also record plenty of classroom research focusing on teaching strategies and the use of ICT or digital teaching tools (e.g. Nurliana, 2022, Pahamzah, 2022, Suadi, 2021, Suci, et al, 2021, Kusuma et al, 2021. Webinars and training as initiated by ed-tech enthusiasts, associations, or communities such as Indonesia Technology-Enhanced Language Learning (ITELL), Kelas Kreatif (KK), and research groups from various universities are usually packed with teachers-participants.…”

Section: Introductionmentioning

confidence: 99%

Returning to Offline Teaching and Learning: What It Means for Indonesian Students and Teachers

Setyaningsih

2022

AJP

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During the early pandemic, teachers and students were abruptly forced to conduct teaching and learning remotely. Both were struggling to cope with the challenges in the emergency remote teaching (ERT) situation. It was quite common to hear students and teachers wishing to go back to school immediately for various reasons. After two years of remote teaching, some schools begin to open for face-to-face or offline learning. It is then interesting to know how the students and teachers responded to the school/ campus opening. This paper reports a small-scale survey involving 110 respondents, both teachers, and students at the secondary and tertiary levels. Thematic coding analysis was carried out to analyze the participantsâ€™ responses. This study revealed that 80% of the respondents opted for online distance learning over offline learning during the pandemic although they reported challenges of teaching and learning within the online mode. The percentage shifted after two years of distance learning. In terms of mode preference, 56% of respondents prefer to go back to offline mode but the remaining 44% want to stay in the online remote mode of teaching and learning. While the majority chose offline learning, several themes of concern emerged from the responses, and reverse eco-shock is the most prominent. As the students and teachers acknowledged the benefits and build comfort in the online teaching and learning environment, they indicate the reimaging of offline teaching and learning. It implies that the practice of offline learning will not be similar to that before the pandemic

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EFL Students’ Responses on Teacher’s Online Written Feedback: Interaction, Revision, and Perception

Cited by 5 publications

References 38 publications

The Contribution of Teacher Feedback to Learners’ Work Revision: A Systematic Literature Review

The Contribution of Teacher Feedback to Learners’ Work Revision: A Systematic Literature Review

EFL Teacher Intervention in Mediating Students’ Interaction in Web-Based Collaborative Writing Environment Using Google Docs

Returning to Offline Teaching and Learning: What It Means for Indonesian Students and Teachers

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