Enhancing Argumentative Writing Via Online Peer Feedback-Based Essay: A Quasi-Experiment Study

Mulyati, Yeti; Hadianto, Daris

doi:10.29333/iji.2023.16212a

Cited by 3 publications

(1 citation statement)

References 46 publications

(69 reference statements)

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“…Furthermore, their participation in the feedback-providing phase of peer review resulted in a larger number of higher-level improvements than the feedback they received. In an Indonesian university study, Mulyati and Hadianto (2023) argued that written peer feedback aided students organize their ideas, permitted a comprehensive review of feedback quality, and fostered a deeper comprehension of topics, thereby enhancing students' domain knowledge. Interestingly, the negative effects of OPF on learning outcomes are insufficiently supported by research, and additional investigation is required, especially in the context of Thai higher education.…”

Section: Students' Engagements In Online Peer Feedback (Opf) Activitiesmentioning

confidence: 99%

Students’ peer feedback engagements in online English courses facilitated by a social network in Thailand

Waluyo,

Panmei

2024

J. Technol. Sci. Educ.

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Despite the extensive research on peer feedback in recent years, there is limited understanding of how students engage in peer feedback activities within online English courses and their expectations during these activities. Hence, using a sequential explanatory mixed methods design with a phenomenological approach, this study integrated online peer feedback (OPF) activities into a 12-week online English writing course involving 30 second-year students (16.7% male, 83.3% female) facilitated by a Facebook group. Data were collected through survey questionnaires, written reflections, and task scores. Descriptive statistics and bivariate correlations were used to analyze the quantitative data, while thematic analysis was employed for the qualitative data. Three findings emerged: 1) EFL students exhibited positive engagements in OPF activities, 2) Students' engagements were not significantly correlated with their writing outcomes, and 3) Students provided recommendations for improving the quality and quantity of feedback, incorporating teacher feedback and guidance, and enhancing the overall process and experience. Based on these findings, integrating OPF activities into the academic curriculum is suggested, with a focus on providing guidance to students for delivering descriptive and constructive feedback, offering scaffolding to enhance their comprehension, and writing skills, and addressing concerns related to language proficiency and grammar.

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Section: Students' Engagements In Online Peer Feedback (Opf) Activitiesmentioning

confidence: 99%

Students’ peer feedback engagements in online English courses facilitated by a social network in Thailand

Waluyo,

Panmei

2024

J. Technol. Sci. Educ.

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Online peer feedback in higher education: A synthesis of the literature

Kerman,

Banihashem,

Karami

et al. 2023

Educ Inf Technol

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Online peer feedback is an effective instructional strategy to enhance students' learning processes and outcomes. However, the literature lacks a comprehensive understanding of the influential factors that play a key role in the effective implementation of online peer feedback. This systematic review provides an overview of the current state of online peer feedback implementation in higher education contexts and explores the role of students' characteristics and online learning environments in relation to their learning processes and outcomes. To achieve this goal, the PRISMA method was followed, and a coding scheme was developed to create a framework that can guide the implementation of online peer feedback in higher education settings. This framework depicts factors that should be taken into account for effective implementation of online peer feedback in terms of four dimensions: students' characteristics (demographic characteristics, academic background, and personality and psychological features), environmental conditions (learning platform and setting), learning processes (content, feedback activity design, and technology), and learning outcomes including cognitive outcomes (e.g., acquisition of knowledge, comprehension, application, analysis, synthesis, and evaluation), behavioral outcomes (engagement, communication, and teamwork), and affective outcomes (satisfaction, motivation, attitude, self-efficacy, sense of autonomy, and confidence). We conclude this study by discussing the framework, limitations, and ideas for future research and practice.

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Learning-oriented assessment of L2 argumentative writing ability: Its impacts on EFL undergraduate students’ writing ability and academic resilience

Imsa-ard

2024

Preprint

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The notion of utilizing assessment to facilitate learning has garnered significant momentum in language education. Nevertheless, a substantial portion of the pertinent theoretical and research literature tends to concentrate on the dynamics of the teaching-learning interface, often neglecting the critical role of effective teacher and peer interaction in augmenting student learning. The current study explored the learning-oriented assessment of EFL learners’ writing ability. Specifically, the study involved the development and administration of learning-oriented writing assessment (LOWA) tasks that aimed to measure 67 learners’ ability to display competency in L2 writing ability by building an argument. In addition, the study aimed to examine whether implementing LOWA tasks can help enhance learners’ academic resilience. Following a quasi-experimental mixed-methods approach, results from the assessment administration were analyzed using robust statistical analyses and qualitative analysis of the responses. A learning-oriented approach to assessment as a design and validation framework was used to interpret qualitative and quantitative evidence. The findings revealed that the students’ L2 argumentative writing ability and academic resilience improved as a result of the LOWA tasks where the experimental group significantly outperformed the control group in the post-test. Moreover, focus-group interviews revealed favorable perspectives towards LOWA while also expressing some concerns on giving feedback. It is hoped that this research will shed light on the language assessment within complex tasks and will help understand the affordances of implementing embedded assistance in language assessment.

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Enhancing Argumentative Writing Via Online Peer Feedback-Based Essay: A Quasi-Experiment Study

Cited by 3 publications

References 46 publications

Students’ peer feedback engagements in online English courses facilitated by a social network in Thailand

Students’ peer feedback engagements in online English courses facilitated by a social network in Thailand

Online peer feedback in higher education: A synthesis of the literature

Learning-oriented assessment of L2 argumentative writing ability: Its impacts on EFL undergraduate students’ writing ability and academic resilience

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