Peer Feedback in College Efl Writing:  a Review of Empirical Research

Iswandari, Yuseva Ariyani; Jiang, Yizhe

doi:10.24071/llt.v23i2.2799

Cited by 4 publications

(11 citation statements)

References 24 publications

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“…Students appear to be more enthusiastic about dictionary use because of the support (in terms of definitions and synonyms in particular) that dictionaries provide (Fogal, 2022;Issa et al, 2022;Kendall & Khuon, 2023;Saha, 2022;Staples et al, 2023;Stojanovska-Ilievska, 2023;Xu et al, 2023;Zhang & Zou, 2023). Teachers appear to have mixed views of the usefulness of dictionary usage (Ahmed, 2019;Brockman, 2020;Cao et al, 2019;Graham, 2019;Iswandari & Jiang, 2020;Rassaei, 2021;Selvaraj & Aziz, 2019;Strobl et al, 2019;Tsuroyya, 2020).…”

Section: Exploration Of the Problemmentioning

confidence: 99%

“…A third major theme in the literature is that dictionaries are properly used in certain contexts, often under teacher guidance, and cannot be uniformly described as either good or bad for improving the writing of EFL students (Abbasi et al, 2019;Ahmed, 2019;Al-Khresheh & Al-Ruwaili, 2020;Alahmadi & Foltz, 2020;Alhatmi, 2019;Duggan, 2019;El-Sawy, 2019;Lin & Lin, 2019;Lin, 2019;Rao, 2019). There is also evidence that students are more positively oriented than teachers toward dictionary use, often because students lack confidence in themselves (Fogal, 2022;Issa et al, 2022;Kendall & Khuon, 2023;Saha, 2022;Staples et al, 2023;Stojanovska-Ilievska, 2023;Xu et al, 2023;Zhang & Zou, 2023), and teachers wish to see students work harder to absorb vocabulary and spelling (Ahmed, 2019;Brockman, 2020;Cao et al, 2019;Graham, 2019;Iswandari & Jiang, 2020;Rassaei, 2021;Selvaraj & Aziz, 2019;Strobl et al, 2019;Tsuroyya, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

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Investigating EFL Students’ and Instructors’ Perceptions of Dictionary Usage in Writing Assessment

Al-Harbi

2024

ELT

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In this mixed-methods study we investigated the attitudes of 32 students and 34 teachers from a Saudi Arabian university toward dictionary use in writing assessments in EFL settings. We aimed to discern their views on the role of dictionaries in writing assessments and overall language proficiency. We asked both students and instructors to answer a 4-point Likert-style questionnaire to investigate their perceptions about using dictionaries in writing assessments. We interviewed participants later for further investigation. After analyzing the data both quantitatively and qualitatively, we found that students generally perceived dictionary use as being beneficial by enhancing vocabulary acquisition, improving writing performance and accuracy, and fostering positive attitudes toward writing without significantly affecting comprehension or focus on content. In contrast, teachers were skeptical, doubting dictionaries’ contribution to vocabulary development, writing quality, and accuracy. They also raised concerns about dictionaries’ not promoting positive writing attitudes or independent learning and potentially slowing down the writing process due to ineffective usage. Our study highlights a notable discrepancy between students’ positive perceptions and teachers’ reservations about dictionary use in language assessments. It suggests a need for further research to understand dictionaries’ impact on language learning and assessment outcomes, acknowledging the limitations of the study and the need for broader exploration in diverse educational contexts to resolve these differing views.

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Section: Exploration Of the Problemmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Investigating EFL Students’ and Instructors’ Perceptions of Dictionary Usage in Writing Assessment

Al-Harbi

2024

ELT

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“…They discovered that peer feedback had a significant impact on students' writing, regardless of their proficiency levels, and that there was no significant difference in the number of responses and outcomes. Iswandari & Jiang (2020) examined 16 empirical studies of peer feedback in college EFL to determine how peer feedback has been investigated over the past decade. As a result, they discovered that the researchers tested four types of feedback criteria, and the majority of the research focuses on the students' perspectives on peer feedback.…”

Section: Peer Evaluation Versus Grammarlymentioning

confidence: 99%

“…The process of giving and receiving feedback motivates students to think critically, indicating that PE has a positive impact on English writing classrooms in higher education. (Dewi, 2019;Fithriani, 2018;Hentasmaka & Cahyono, 2021;Iswandari & Jiang, 2020). Similarly, the research on the use of Grammarly's feedback in the writing classroom appeared to have a positive effect on students' writing products, as it reduces the amount of time required to obtain feedback and reviews grammar, vocabulary, and sentence mechanics, thereby boosting students' confidence in their writing compositions (Ariyanto et al, 2021;Fahmi & Cahyono, 2021;Ghufron, 2019;Karlina Ambarwati, 2021;Miranty et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, Su & Huang, (2021) found that Chinese students enjoyed physical education, particularly when they were encouraged to provide feedback for their peers. PE is is also suggested in Indonesia for monitoring the writing process, negotiating meaning, fostering collaborative learning, and enhancing audience awareness (Fithriani, 2018(Fithriani, , 2019Hentasmaka & Cahyono, 2021;Huisman et al, 2019;Iswandari & Jiang, 2020) Both PE and Grammarly are beginning to be used to improve the English writing skills of university-level students in Indonesia. Students provided constructive feedback and suggestions for improving the writing of their peers.…”

Section: Introductionmentioning

confidence: 99%

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Peer and Automated Writing Evaluation (Awe): Indonesian Efl College Students’ Preference for Essay Evaluation

Ginting

Fithriani²

2022

LLT Journal

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A plethora of studies have investigated the effects of peer evaluation (PE) and automated writing evaluation (AWE) on the writing products and perspectives of English as a foreign language (EFL) students. However, few studies compare students' preferences regarding its utilization to evaluate their essays. This study aimed to determine which method EFL college students prefer for evaluating the quality of their English academic writing. For data collection, a questionnaire was distributed to determine the frequency with which students utilize feedback. Twenty students enrolled in English Education completed the questionnaire. The open-ended interview was then administered to three students in order to gain a deeper understanding of their perspectives on these two modes of evaluation. Frequency count and thematic analysis were utilized to analyze the data. The results indicate that students favor using peer feedback over Grammarly, the AWE software used in this study, for two reasons. First, they view their peers as their real audience, and second, they value their peers' comments more than Grammarly's. However, Grammarly also received positive point as the students enjoys writing with this tool. Therefore, it is believed that the combination of these two s will result in the most essay writing progress.

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Enhancing Undergraduate Writing Proficiency: An Examination of Alternative Feedback Methods and Student Perceptions

Al-Harbi

2023

Egyptian Journal of English Language and Literature Studies

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This quantitative descriptive study carried out with 34 undergraduates studying English as a major in a public university in Riyadh, Saudi Arabia was designed to (a) explore undergraduate EFL students' perceptions of the effectiveness of each feedback method in enhancing their writing skills and (b) identify students' preferred and least preferred feedback methods for enhancing their writing skills as well as the underlying reasons for these preferences. The primary finding was that peer review is more useful than group review, self-review, and portfolio-based writing assessments. Peer review was preferred for reasons including exposure to diverse perspectives and writing styles, support of quality feedback, support of objective selfassessment, promotion of accountability, reduction of work in comparison to portfolios, and reduction of plagiarism risks. Therefore, ESL / EFL teachers should promote peer review where feasible.

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Peer Feedback in College Efl Writing: a Review of Empirical Research

Cited by 4 publications

References 24 publications

Investigating EFL Students’ and Instructors’ Perceptions of Dictionary Usage in Writing Assessment

Investigating EFL Students’ and Instructors’ Perceptions of Dictionary Usage in Writing Assessment

Peer and Automated Writing Evaluation (Awe): Indonesian Efl College Students’ Preference for Essay Evaluation

Enhancing Undergraduate Writing Proficiency: An Examination of Alternative Feedback Methods and Student Perceptions

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