Collaborative Written Feedback Experience: A Case Study of Indonesian EFL Students in an Essay Writing Class

Collaborative Written Feedback Experience: A Case Study of Indonesian EFL Students in an Essay Writing Class

Implementing collaborative written feedback instruction is a way to develop students‘ awareness of writing as a process, the benefits of peer review and feedback, and the important roles of peer interaction for learning. The current research aimed at understanding students‘ experiences of providing...

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Bibliographic Details
Main Author: Yanti Sri Rezeki
Format: Article
Language:English
Published: Universitas Riau 2017-10-01
Series:IJEBP (International Journal of Educational Best Practices)
Subjects:
the benefits of peer review and feedback
and the important roles of peer interaction for learning. The current research aimed at understanding students‘ experiences of providing and responding to written feedback in group. It specifically sought to answer these questions: 1.) What are students‘ perceptions toward collaborative written feedback experience? 2) What are students‘ collaborative written feedback practices? and 3). What factors affect students‘ collaborative written feedback experience? Conducted as a qualitative case study
the research reported the collaborative written feedback experiences of a group of three undergradutae EFL students in Essay Writing course. Data were drawn from observations
focus group interview
student reflective essay
and collection of related documents and artifacts. The findings show that students have positive perceptions toward collaborative written feedback instruction citing that it helps them improve their writing and develop their interpersonal skills. The study also reveals that changing roles in the group and the use of media paltform to communicate are among the strategies employed in collaborative written feedback practices. Factors such as peer‘s characteristics
peer feedback
collaborative writing instruction
collaborative written feedback
EFL writing
Online Access:http://dx.doi.org/10.31258/ijebp.v1n2.p24-37

Internet

http://dx.doi.org/10.31258/ijebp.v1n2.p24-37

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