The Effect of Different Types of Peer Feedback Provision on EFL Students’ Writing Performance

Kusumaningrum, Shirly Rizki; Cahyono, Bambang Yudi; Prayogo, Johannes Ananto

doi:10.29333/iji.2019.12114a

Cited by 36 publications

(39 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The pre-test and post-test results were also congruent with the findings of Kuyyogsuy (2019) who reported statistically significant differences between pupils' mean scores for writing pre-test and post-test in examining the impacts of peer feedback on students' English writing skills. Additionally, this corresponded to the findings of Kusumaningrum, Cahyono, and Prayogo (2019) who reported that pupils could enhance their written tasks by correcting peers' work. They showed that pupils could develop efficacy in writing through peer feedback.…”

Section: Is There Any Significant Difference In Writing Performance Mean Scores For Experimental and Control Groups Before And After Peersupporting

confidence: 87%

Using Peer-Modo Feedback at the Pre-Writing Stage to Improve Year 4 Pupils’ Writing Performance

Yuk

Yunus

2021

Journal of Education and e-Learning Research

View full text Add to dashboard Cite

The main problem faced by English teachers in the current English as a Second Language (ESL) writing classroom was a lack of strategies to support the process of teaching and learning writing that would help to enhance the content quality of pupils' writing performance. Additionally, primary pupils were found to face difficulties with getting started in writing. Peer feedback is an important tool for encouraging and consolidating learning. A quasi-experimental research study was implemented to investigate the effectiveness of an online peer-feedback strategy using Edmodo at the pre-writing stage to improve pupils' writing performance. A writing pre-test and post-test were administered to 36 Primary 4 respondents from a Chinese-vernacular school in a state in southern Malaysia to reveal their writing test scores before and after the intervention. Documents such as pre-test and post-test writing excerpts and Peer-Modo feedback comments were analyzed to corroborate the quantitative findings of the test scores. The results of the mean scores of the pre-test and post-test showed that there was significant improvement in pupils' writing ability. The document analysis reflected significant improvements in terms of the content quality of their writing after conducting Peer-Modo feedback. Consequently, online peer feedback strategies should be taken into consideration in the teaching of writing in the ESL classroom.

show abstract

Section: Is There Any Significant Difference In Writing Performance Mean Scores For Experimental and Control Groups Before And After Peersupporting

confidence: 87%

Using Peer-Modo Feedback at the Pre-Writing Stage to Improve Year 4 Pupils’ Writing Performance

Yuk

Yunus

2021

Journal of Education and e-Learning Research

View full text Add to dashboard Cite

show abstract

“…As far as L2 writing is concerned, various scholars have corroborated the usefulness of blogs for enhancing writing competencies (Armstrong & Retterer, 2008;Dizon & Thanyawatpokin, 2018;Fathi & Nourzadeh, 2019;Nguyen, 2012;among others). The effectiveness of blogs in L2 writing is usually associated to their potentials in providing the users with access to the links of other online resources, encouraging further writing practice, providing a real audience to write for, increasing cooperation, fostering autonomous learning, shaping a sense of ownership, building a sense of community, improving learner engagement, and promoting further feedback (Campbell, 2003(Campbell, , 2005Chen, 2016;Fathi & Nourzadeh, 2019;Fathi & Rahimi, 2020;Fellner & Apple, 2006;Nguyen, 2012;Kusumaningrum, Cahyono, & Prayogo, 2019;Rahimi & Fathi, 2021;.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Blogging in English Classrooms: Focus on the Ideal Writing Self of EFL Learners

Yousefifard¹,

Fathi²

2021

INT J INSTRUCTION

View full text Add to dashboard Cite

In order to contribute to the line of inquiry on the use of Web 2.0 technology in Second Language (L2) learning, the current research employed a quantitative research method to probe the contribution of blog-mediated writing instruction to developing the writing skill and the ideal writing self of Iranian English-as-a-Foreign Language (EFL) learners. In so doing, a sample of 47 Iranian EFL learners in a private language institute were recruited as the subjects of this research. These students were then divided into two classes and were randomly assigned to an experimental class (N = 24) and a control class (N = 23). Concerning the research intervention, the students of the blog group used blogs in their writing instruction while those in the control group received the conventional, inside-the-class writing instruction. The Ideal L2 Writing Self Scale was given before and after the intervention as the pre-test and the post-test, respectively. The results from ANCOVA analysis indicated that although both groups progressed in both writing performance and ideal writing self scores, the learners of the blog group outperformed those of control group, suggesting that the blog-mediated instruction significantly contributed to improving the writing performance (F= 9.78, p = 0.003, partial eta squared = 0.18) and ideal L2 writing self of the EFL students (F= 11.678, p = 0.001, partial eta squared = 0.210). These results may offer important implications for EFL writing research and pedagogy. Overall, the integration of blogs in L2 pedagogy might be effective type of blended learning approach which can result in better linguistic and affective outcomes.

show abstract

“…In line with that, a study conducted by Ting & Qian (2010) also say that peer feedback will make students become more critical readers and revisers through reading others' writing critically. In line with the statement, a research study conducted by (Kusumaningrum, Cahyono, & Prayogo (2019) stated that responding to peer's writing can build the critical skills that are needed to analyze and revise one's own writing. This statement is supported by B. Y.…”

Section: Discussionmentioning

confidence: 87%

Implementation of Teacher and Peer Feedback in Writing Hortatory Exposition Text

Lasminiar

2020

panyonara

View full text Add to dashboard Cite

Feedback from teacher and peer is doubted by experts to be implemented in the students' writing process because of students' preference in teacher feedback and students' lack of ability to give feedback. Therefore, the purpose of this study was to investigate the implementation of teacher and peer feedback in the eleventh graders of SMAN 5 Malang in writing hortatory exposition texts. It is Collaborative Classroom Action Research (CAR) and the data were obtained through questionnaires, interview guides, observation checklist, field notes, and students' writing assignments. The results showed that the implementation of teacher and peer feedback improved the students' ability in writing hortatory exposition texts especially in the relating thesis statement, argument(s), and recommendation into one another. In terms of content, organization, language use, and mechanic, there were more than 75% of 32 students that could reach score at least 3 (the minimum score). The result also revealed that teacher and peer feedback could create students to become critical and independent learners.

show abstract

The Effect of Different Types of Peer Feedback Provision on EFL Students’ Writing Performance

Cited by 36 publications

References 25 publications

Using Peer-Modo Feedback at the Pre-Writing Stage to Improve Year 4 Pupils’ Writing Performance

Using Peer-Modo Feedback at the Pre-Writing Stage to Improve Year 4 Pupils’ Writing Performance

Exploring the Impact of Blogging in English Classrooms: Focus on the Ideal Writing Self of EFL Learners

Implementation of Teacher and Peer Feedback in Writing Hortatory Exposition Text

Contact Info

Product

Resources

About