An Investigation of Online Peer Feedback in Improving Students’ English Writing Skills during Covid-19 Pandemic in Southern Border Provinces, Yala Rajabhat University, Thailand
Article Sidebar
Main Article Content
บทคัดย่อ
The purpose of the study was to look into how online peer feedback affected students' English writing skills in L2 writing classes. A writing pretest, posttest, and self-written reflection were used in the experiment as part of a mixed-methods study using an integrated experimental design. A dependent simple t-test was used to assess the data quantitatively, while content was thematically analyzed for the qualitative data. The subjects were 46 undergraduate students majoring in English in the three southernmost border provinces of Thailand. The results showed that the students had improved significantly in their writing skills based on the mean scores of the pretest and post-test. Students also noted that receiving online peer feedback helped them understand the writing process, develop affective strategies, support their critical thinking abilities,
and grow socially and intellectually through teamwork. Online peer feedback was seen as a valuable experience for social interaction by students. Additionally, it gave them practice in becoming more independent learners. Online peer feedback should therefore be used in L2 writing classes.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Brusa, M., & Harutyunyan, L. (2019). Peer review: A tool to enhance the quality of academic written productions. English Language Teaching, 12(5). https://doi.org/10.5539/elt.v12n5p30
Chuenchaichon, Y. (2015). A review of EFL writing research studies in Thailand in the past 10 years, Journal of Humanities Naresuan University, 11(1), 13-30.
Corbin, B. (2012). Improving L2 Peer Feedback. www.Bryancorbin.Net/2012/Improving-L2-P
Farrah, M. (2012). The impact of peer feedback on improving the writing skills among Hebron University students. An-Najah University Journal for Research, 26(1), 179-210.
Ferris, D. R. (2002). Treatment of error in second language student writing. Ann Arbor, University of Michigan Press.
Ferris, D. R. & Hedgecock, J. S. (2005). Teaching ESL composition: Purpose, process and practice. Mahwah. Lawrence Erlbaum Associates.
Grabe, W., & Kaplan, B. (1996). Theory and practice of writing. Longman.
Grace, H & Paul, S (2009). An Investigation into Effectiveness of Peer Feedback. Journal of Applied Foreign Languages Fortune Institute of Technology, June, 2009 Volume 3.
Graham, S., & Perin, D. (2007a). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476. https://doi.org/10.1037/0022-0663.99.3.445
Hansen, J. G. & Liu, J. (2005). Guiding Principles for Effective Peer Response. ELT Journal. 59(1), 31-38.
Haswell, R. (2005). Researching Teacher Evaluation of Second Language Writing. In T. Silva & P. K. Matsuda (Eds.), Second Language Writing Research: Perspectives on the Process of Knowledge Construction (pp.105−120). Lawrence Erlbaum Associates.
Hinkel, E. (2004). Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar. Lawrence Erlbaum Associates.
Hirose, K. (2008). Cooperative learning in English writing instruction through peer feedback. https://jasce.jp/conf05/hirosepaper.doc
Hu, G. (2005). Using peer review with Chinese ESL student writers. Language Teaching Research, 9(3), 321-342. https://doi.org/10.1191/1362168805lr169oa
Huisman, B., Saab, N., Van Driel, J., & Van den Broek, P. (2018). Peer feedback on academic writing: Undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education, 43(6), 955–968. https://doi.org/10.1080/02602938.2018.1424318
Huzaimah, Inggris, Bangkalan. (2021). The teaching writing during COVID-19 pandemic: What Should be done by educators to make E-learning classes be effective and efficient.
Hyland, K., & Hyland, F. (2006). Contexts and issues in feedback on L2 writing: An introduction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 1-19). Cambridge University Press.
Keyuravong, S., & Maneekhao, K. (2006). Using e-mail consultations in a large class. Reflection: KMUTT Journal of Language Education, 9, 50-66.
Khalil, E. (2018). The efficacy of peer feedback in Turkish EFL students’ writing performance: Journal of Literature and Art Studies, 8(6), 920-931.
Kunwongse, S. (2013). Peer Feedback, Benefits and Drawbacks. Thammasat Review, Special Issue, 277-288.
Lam, R. (2010). A peer review training workshop: Coaching students to give and evaluate peer feedback. TESL Canada Journal, 27(2), 114 – 127.
Lee, I. (1997). Peer reviews in a Hong Kong tertiary classroom. TESL Canada Journal, 15(1), 58-69.
Leki, I. and Carson, J. (1997). Completely Different Worlds”: EAP and the Writing Experiences of ESL Students in University Courses, TESOL Quarterly, 31(1), 39-69.
Mann, S., & Walsh, S. (2017). Reflective Practice in English Language Teaching: Research-Based Principles and Practices. Routledge.
Min, H. T. (2005). Training students to become successful peer reviewers. System, 33(2), 293–308. Min, H. (2006). The effects of trained peer review on EFL students' revision types and writing quality. Journal of Second Language Writing, 15(2), 118-141.
Min, H. T. (2016). Effect of teacher modeling and feedback on EFL students’ peer review skills in peer review training. Journal of Second Language Writing, 31, 43-57. https://doi.org/10.1016/j.jslw.2016.01.004
Nelson, G., & Murphy, J. (1993). Peer response groups: Do L2 writers use peer comments in revising their drafts? TESOL Quarterly, 27(1), 135-141.
Nguyen, H. T. (2016). Peer feedback practice in EFL tertiary writing classes. English Language Teaching, 9(6), 76-91.
Nguyen, T. H (2022). The Effects of Peer Feedback on EFL Students’ Writing Performance. VIETNAM JOURNAL OF EDUCATION, 2022
Nguyen, T. T. L. (2019). Implementing peer-feedback in paragraph-writing classes at a Thai university. In S. M. Anwaruddin (Ed.), Knowledge mobilization in TESOL: Connecting research and practice (1 ed., pp. 30-42). Leiden, The Netherlands: Brill.
Nurviyani & Purnawarman. (2020). EFL Students’ Response on the Impact of Online Peer Feedback on Their Writing Performance, 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020).
Orsmond, P., Maw, S. J., Park. R. J., Gomez, S., & Crook, C. A. (2013). Moving feedback forward: Theory to practice. Assessment & Evaluation in Higher Education, 38(2), 240-252. https://doi.org/10.1080/02602938.2011.625472
Parris, B. (1989). Peer evaluation: Can it improve the writing ability of grade 12 students in the United States Virgin Island? Unpublished PhD Dissertation, University of Hull.
Petchprasert, A. (2021). Utilizing an automated tool analysis to evaluate EFL students’ writing performances. Asian-Pacific Journal of Second and Foreign Language Education. 6(1).
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30.
Rovinelli, R. J., & Hambleton, R. K. (1977). On the use of content specialists in the assessment of criterion-referenced test item validity. Dutch Journal of Educational Research, 2, 49-60.
Rovinelli, J., & Hambleton, K. (1977). On the use of content specialists in the assessment of criterion referenced test item validity. Dutch Journal of Educational Research, 2(4), 49-60.
Seow. (2002). The writing process and process writing. In J. Richards & W. Renandya (Eds.), Methodology in language teaching: An anthology of current practice, 315-320.
Topping, K. J. (2009). Peer assessment. Theory Into Practice, 48(1), 20–27. https://doi.org/10.1080/00405840802577569
Vygotsky, S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Westwood, P. (2008). What teachers need to know about: Teaching methods. ACER Press.
Yu, S & Lee, I. (2016). Peer feedback in second language writing (2005-2014): Lang. Teach, 49(4), 461-493.
Zhang, S. (1995). Reexamining the affective advantage of peer feedback in the ESL writing class. Journal of Second language Writing, 4(3), 209-222.