Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions

Abstract

The objectives of this study were to compare the impact of peer feedback implementation with teacher involvement through training in the classroom and asynchronous online communication on the quality of students' writing revisions, as well as to investigate students' perceptions of peer feedback activities. Twenty-five students participated in the experimental study. Eleven students were willingly to be interviewed. Inferential statistical analysis was used to interpret the quantitative data collected from students’ essay writing scores. Meanwhile, the data obtained through observations and interviews was interpreted using qualitative coding analysis. The results of the inferential statistical analysis revealed that peer feedback activities conducted through asynchronous online interactions had more significant effects compared to those conducted face to face on students’ writing revision. Further, after conducting a thematic analysis, six themes emerged: 1) peer feedback activities could increase students’ autonomy in learning, 2) the teacher's involvement in peer feedback activities was beneficial in terms of improving the consistency of feedback and revision, 3) peer feedback through asynchronous online interactions gave extra time to produce more beneficial comments, 4) peer feedback activities through asynchronous online interactions gave more chances to become a writing audience, 5) communicating via Facebook made the students feel awkward, and 6) recorded feedback via Facebook comments was more beneficial for students’ revision. The implication of the research is that teachers of English needs to consider asynchronous online interactions for students’ writing revision when teaching writing.

Effectiveness of Peer Feedback in Teaching Academic Chinese Writing for CSL Students

“…Furthermore, according to peer feedback rubric students tended to pay most attention to linguistic problems (Leki, 1990;Sippel, 2019;Villamil & de Guerrero, 1998;Ware, 2011;Zhao, 2010), such as the use of vocabularies, grammar and punctuation, while less attention to structure and least attention to content such as cohesion and coherence, completeness and moderation of content (Chen & Cui, 2022;Qi, 2004). Secondly, from the perspective of students' cognition, most students held a positive attitude towards peer feedback and reached a consensus that peer feedback could cultivate students' abilities to discover, analyze and solve problems, improve students' thinking abilities, stimulate students' awareness of self-preparation and learning autonomy (Astrid et al, 2021), train students' awareness of self-reflection. These findings were consistent with results of existing research.…”

Student perspectives on preferences and reported instructor practices of written feedback in the Moroccan EFL university context

“…According to them, product-oriented feedback is any feedback given on finished drafts with the goal of making drafts better in terms of audience awareness, content, organization of rhetoric, and language, whereas process-oriented feedback refers to specific tasks that happen before, during, and after writing, such as setting goals, planning, editing, revising, and using resources. Thus, the first orientation of feedback is related to the product approach of writing, which is perceived as the outcome of what students write in one draft paper [ 57 ] and is expected to be developed on the basis of microaspects such as grammar, spelling, vocabulary, organization, mechanics, and syntax [ 58 ]. As explained by Mamad and Vígh [ 59 ], product-based feedback aims to improve students’ writing accuracy; students receive it from teachers and other sources, and it includes metalinguistic explanations, error corrections, grades, or scores, general praise, and criticism.…”

Moroccan EFL public university instructors’ perceptions and self-reported writing practices

“…The process-based approach, which has been applied in classes since the 1980s [ 31 ], appeared in response to the product-based approach and took the lead in the teaching of second language (L2) writing. In this approach, teachers focus on the cognitive processes that govern writing.…”