College students’ perception of e-feedback: a grounded theory perspective

Chong, Sin Wang

doi:10.1080/02602938.2019.1572067

Cited by 35 publications

(19 citation statements)

References 34 publications

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“…It was revealed that Google Docs facilitated students' revisions and enabled them to move paragraphs and sentences to reorganize their writings. These results coincided with previous findings that support the potential of Google doc in teacher feedback (Alharbi, 2020;Chong, 2019;Ebadi & Rahimi, 2017;Khalil, 2018;Mohammed & AL-Jaberi, 2021;Neumann & Kopcha, 2019). The facilitative effect of Google Docs is representative in enabling the teacher to communicate and elaborate enough feedback to the students in a click of a button, and empowering the students to access their work from a computer or mobile phone anywhere and anytime (Khalil, 2018).…”

Section: Discussionsupporting

confidence: 89%

“…Google Docs is one of the Web 2.0 digital tools that afforded writing instructors sufficient feedback about their writings. Literature revealed its effectiveness in helping learners read, understand and respond to instructors' written feedback (Alharbi, 2020;Chong, 2019;Mohammed & AL-Jaberi, 2021;Neumann & Kopcha, 2019). Several studies on the applications of this technological tool in ESL/EFL writing have highlighted its features that make it user-friendly and suitable for learners to edit and revise their work (Ebadi & Rahimi, 2017;Hedin, 2012;Suwantarathip & Wichadee, 2014;Woodard & Babcock, 2014).…”

Section: Goggle Doc In Writingmentioning

confidence: 99%

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The Impact of Teacher Feedback Via Google Doc in L2 Learners’ Writing

Alharbi

Alqefari

2021

IJLTER

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Academic writing of assignments is challenging for many undergraduate students of English, and therefore, instructors' written evaluative comments are needed to help students obtain information about their performance in such academic written tasks. As a qualitative case study, this study was carried out on one undergraduate course, specifically on the instructor's written comments on 10 learners' peer academic writing of article reports, how students revise their texts in responding to written comments and how they view such comments and academic writing via Google Docs. The data was collected from the written comments, students’ text revisions and a focus group interview. The findings show that the instructor commented on issues and errors at the global and local levels of academic texts directly and indirectly. Quantification of the data illustrated that the instructor provided the five pairs of learners with an overall number of 1440 which targeted 373 (25%) global issues and 1067 (75%) local issues in the writing of the five pairs. In terms of direction, 977 (68%) accounted for direct feedback, while 463 (32%) accounted for indirect feedback. Distribution of the feedback received by the learners varied across the five pairs of students. The findings indicate that most of the learners’ text revisions were made based on teacher feedback (1187/93%), while only 95 (7%) revisions were self-made revisions. The thematic analysis of the follow-up interview underlies students’ perceived value of teacher feedback in improving their writing, their preference for direct feedback on their writing, their perceived role of Google doc in editing their written assignments. Yet, a few students reported a few restrictions of Google Dos-peer writing and editing. The current study implied that teachers should act as mediators, be aware of the role of feedback in facilitating their students’ development of writing and misinterpretation and confusion their feedback can cause to our students in the process of writing revision, and decide what issues their feedback needs to target, focus on what issues actually challenge their learners in writing. Finally, feedback practices should be made innovative through integration of technological tools.

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Section: Discussionsupporting

confidence: 89%

Section: Goggle Doc In Writingmentioning

confidence: 99%

The Impact of Teacher Feedback Via Google Doc in L2 Learners’ Writing

Alharbi

Alqefari

2021

IJLTER

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“…This will reduce their likelihood of taking action (Gašević et al, 2015). However, in another study comparing feedback written on paper for students with technology-mediated feedback, technology overcame misunderstanding and interpretation from poor handwriting and offered the benefit of immediate action that encouraged students to engage with learning (Chong, 2019).…”

Section: Feedback Recipience and Actionabilitymentioning

confidence: 99%

Narrowing the Feedback Gap: Examining Student Engagement with Personalized and Actionable Feedback Messages

Iraj

Fudge

Khan

et al. 2021

JLA

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One of the major factors affecting student learning is feedback. Although the importance of feedback has been recognized in educational institutions, dramatic changes - such as bigger class sizes and a more diverse student population - challenged the provision of effective feedback. In light of these changes, educators have increasingly been using new digital tools to provide student feedback, given the broader adoption and availability of these new technologies. However, despite these efforts, most educators have limited insight into the recipience of their feedback and wonder which students engage with feedback. This problem is referred to as the "feedback gap," which is the difference between the potential and actual use of feedback, preventing educators and instructional designers from understanding feedback recipience among students. In this study, a set of trackable call-to-action (CTA) links were embedded in feedback messages focused on learning processes and self-regulation of learning in one fully online marketing course and one blended bioscience course. These links helped us examine the association between feedback engagement and course success. We also conducted two focus groups with students from one of the courses to further examine student perceptions of feedback messages. Our results across both courses revealed that early engagement with feedback is positively associated with passing the course and that most students considered feedback messages helpful in their learning. Our study also found some interesting demographic differences between students regarding their engagement with the feedback messages. Such insight enables instructors to ask "why" questions, support students' learning, improve feedback processes, and narrow the gap between potential and actual use of feedback. The practical implications of our findings are further discussed.

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“…Synchronous e-feedback is given when both students and teachers are online simultaneously (Chong, 2019). It can be provided through computer-mediated tools such as Skype, Google Hangouts, Zoom, Google Docs, and Grammarly.…”

Section: Teacher Electronic Feedback (Tef)mentioning

confidence: 99%

“…Synchronous e-feedback occurs when students are completing their writing texts online, and their teacher monitors them and provides instant feedback. Synchronous feedback "can be potentially beneficial to students' writing because it conveys all the information about the target language in context (Long, 2007, p.77), which can result in a higher chance of students attending to the feedback" (Chong, 2019(Chong, , p.1092. Moreover, as pointed out by Van Beuningen, De Jong, and Kuiken 2011, synchronous e-feedback proved to be effective in improving the EFL learners' grammatical accuracy when writing the tasks.…”

Section: Teacher Electronic Feedback (Tef)mentioning

confidence: 99%

The Effectiveness of Teacher Electronic Feedback in Asynchronous Teaching: A Case Study of Foundation Students at Sultan Qaboos University

Damen¹

2021

Preprint

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Due to the Covid-19 pandemic, educational systems worldwide, including Oman, were affected as this led to temporary closures of schools, colleges, and universities. In response to such closures, many countries decided to continue offering education through distance learning. Similarly, Sultan Qaboos University (SQU), the only government university in Oman, opted for asynchronous teaching through Emergency Remote Teaching (ERT). Through ERT, there is a temporary shift in instructional delivery. Its primary aim is to provide temporary access to instruction and support materials quickly and reliably during the crisis. Asynchronous teaching provides students with flexibility to access the materials posted by teachers whenever they can, leaving teachers with many challenges. One of these challenges is the ability to offer proper feedback to students. Therefore, this study aimed to examine the perceptions of both teachers and students on the electronic feedback provided in ERT. A total of 8 teachers 80 students enrolled in the foundation program at SQU participated in the study. The responses of both teachers and students were collected through online questionnaires and semi-structured interviews. The findings of the study indicate that some feedback methods seemed to be more effective. The study also identified the challenges faced by both students and teachers in terms of electronic feedback. Furthermore, the study gives suggestions to improve electronic feedback methods.

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College students’ perception of e-feedback: a grounded theory perspective

Cited by 35 publications

References 34 publications

The Impact of Teacher Feedback Via Google Doc in L2 Learners’ Writing

The Impact of Teacher Feedback Via Google Doc in L2 Learners’ Writing

Narrowing the Feedback Gap: Examining Student Engagement with Personalized and Actionable Feedback Messages

The Effectiveness of Teacher Electronic Feedback in Asynchronous Teaching: A Case Study of Foundation Students at Sultan Qaboos University

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