English Education Master Students' Perceptions on Peer Feedback in Academic Writing

Kristian Florensio Wijaya

Abstract


This present qualitative study aimed to explore English Education Master Students’ perceptions on peer feedback in academic writing. One major reason for conducting this study was to enlight ELT parties on maximizing peer feedback activities in academic writing classes. Mixed method was utilized to attain clearer portrayals out of the specific phenomenon based on the statistics and apparent explanations shared by the research participants. 10 online Likert-scale questionnaire items along with 5 open-ended written narrative inquiry questions were administered to 15 English Education Master Students, Sanata Dharma University, batch 2019. The research results strongly suggested EFL educators continually cultivate peer feedback practices in academic writing activities to better promote more enjoyable, meaningful, and holistic learning environments in which learners’ target language and future life competencies thrive more fruitfully. To a lesser extent, these specific research results can potentially give more enlightenment for globalized ELT parties concerning to the appropriate utilization of academic writing peer feedback activities in accord with graduate university EFL learners’ perspectives.

Keywords


Peer feedback; academic writing; English Education Master students; EFL

Full Text:

PDF

References


Ajjawi, R., & Boud, D. (2017). Researching feedback dialogue: An interactional analysis approach. Assessment and Evaluation in Higher Education, 42(2), 252–265. https://doi.org/10.1080/02602938.2015.1102863

Allen, D., & Katayama, A. (2016). Relative second language proficiency and the giving and receiving of written peer feedback. System, 56, 96–106. https://doi.org/10.1016/j.system.2015.12.002

Allen, D., & Mills, A. (2016). The impact of second language proficiency in dyadic peer feedback. Language Teaching Research, 20(4), 498–513. https://doi.org/10.1177/1362168814561902

Andrade, M. S., & Evans, N. W. (2012). Principles and practices for response in second language writing: Developing self-regulated learners. Routledge.

Berggren, J. (2019). Writing, reviewing, and revising: Peer feedback in lower secondary EFL classrooms (Doctoral dissertation, Department of English, Stockholm University).

Bijami, M., Kashef, S. H., & Nejad, M. S. (2013). Peer Feedback in Learning English Writing: Advantages and Disadvantages. Journal of Studies in Education, 3(4), 91. https://doi.org/10.5296/jse.v3i4.4314

Bacon, E. D., & Bounty, T. (2020). Utilizing peer feedback by synthesizing a peer-assisted learning center with an English course to develop English grammar and academic writing skills. Rangsit Journal of Educational Studies, 7(1), 34-45.

Cao, Z., Yu, S., & Huang, J. (2019). A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing: Insights from a case study. Studies in Educational Evaluation, 63, 102-112.

Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment and Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354

Chen, Y. S., & Su, S. W. (2012). A genre-based approach to teaching EFL summary writing. ELT Journal, 66(2), 184–192. https://doi.org/10.1093/elt/ccr061

Cho, J. Y., & Lee, E. H. (2014). Reducing confusion about grounded theory and qualitative content analysis: Similarities and differences. Qualitative Report, 19(32), 1–20. https://doi.org/10.46743/2160-3715/2014.1028

Clandinin, D. J., & Caine, V. (2013). Narrative inquiry. Reviewing Qualitative Research in the Social Sciences, 166–179. https://doi.org/10.4324/9780203813324-13

Evans, C. (2015). Students’ Perspectives on the Role of Peer Feedback in Supporting Learning. Journal of Cognitive Education and Psychology, 14(1), 110–125. https://doi.org/10.1891/1945-8959.14.1.110

Farrah, M. (2012). 4 The impact of peer feedback on improving the writing skills among hebron university students. An - Najah Univ. J. Res. (Humanities). Vol. 26(1), 2012. 26(1).

Fithriani, R. (2019). ZPD and the benefits of written feedback in l2 writing: Focusing on students’ perceptions. The Reading Matrix : An International Online Journal, 19(1), 63–73.

Hirvela, A., & Du, Q. (2013). “ Why am I paraphrasing?”: Undergraduate ESL writers’ engagement with source-based academic writing and reading. Journal of English for Academic Purposes, 12(2), 87–98. https://doi.org/10.1016/j.jeap.2012.11.005

Junianti, R., Pratolo, B. W., & Tri Wulandari, A. (2020). The Strategies of Learning Writing Used by EFL Learners at a Higher Education Institution. Ethical Lingua: Journal of Language Teaching and Literature, 7(1), 64–73. https://doi.org/10.30605/25409190.131

Johnson, A. C., Wilson, J., & Roscoe, R. D. (2017). College student perceptions of writing errors, text quality, and author characteristics. Assessing Writing, 34, 72-87.

Kita, K., Kobayashi, N., Ejiri, H., & Yamashiro, S. (2010). Introducing Narrative Based Medicine to Medical Students: Story writing exercise from two viewpoints. Igaku Kyoiku/Medical Education (Japan), 41(4), 303-308.

Kuyyogsuy, S. (2019). Promoting Peer Feedback in Developing Students’ English Writing Ability in L2 Writing Class. International Education Studies, 12(9), 76. https://doi.org/10.5539/ies.v12n9p76

Latifi, S., Noroozi, O., Hatami, J., & Biemans, H. J. A. (2021). How does online peer feedback improve argumentative essay writing and learning? Innovations in Education and Teaching International, 58(2), 195–206. https://doi.org/10.1080/14703297.2019.1687005

Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D. M., Josselson, R., & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report. American Psychologist, 73(1), 26.

Mahdiya, M. A. (2021). Improving the Students ’ Writing Skill in Descriptive Text Through Picture Word Inductive Model . Jurnal Dialektika. 8(2), 147–155.

Moore, C., & Teather, S. (2013). Engaging students in peer review: Feedback as learning. Issues in Educational Research, 23(2 SPL), 196–211.

Mutch, A., Young, C., Davey, T., & Fitzgerald, L. (2018). A journey towards sustainable feedback. Assessment and Evaluation in Higher Education, 43(2), 248–259. https://doi.org/10.1080/02602938.2017.1332154

Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment and Evaluation in Higher Education, 39(1), 102–122. https://doi.org/10.1080/02602938.2013.795518

Orsmond, P., Maw, S. J., Park, J. R., Gomez, S., & Crook, A. C. (2013). Moving feedback forward: Theory to practice. Assessment and Evaluation in Higher Education, 38(2), 240–252. https://doi.org/10.1080/02602938.2011.625472

Patchan, M. M., & Schunn, C. D. (2015). Understanding the benefits of providing peer feedback: how students respond to peers’ texts of varying quality. Instructional Science, 43(5), 591–614. https://doi.org/10.1007/s11251-015-9353-x

Pham, T. N., Lin, M., Trinh, V. Q., & Bui, L. T. P. (2020). Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context. SAGE Open, 10(1). https://doi.org/10.1177/2158244020914554

Pitt, E., Bearman, M., & Esterhazy, R. (2019). The conundrum of low achievement and feedback for learning. Assessment & Evaluation in Higher Education.

Price, M., Handley, K., & Millar, J. (2011). Feedback: Focusing attention on engagement. Studies in Higher Education, 36(8), 879–896. https://doi.org/10.1080/03075079.2010.483513

Rahimi, M. (2013). Is training student reviewers worth its while? A study of how training influences the quality of students’ feedback and writing. Language Teaching Research, 17(1), 67–89. https://doi.org/10.1177/1362168812459151

Rezeki, Y. S. (2017). Collaborative Written Feedback Experience: A Case Study of Indonesian EFL Students in an Essay Writing Class. International Journal of Educational Best Practices, 1(2), 24. https://doi.org/10.31258/ijebp.v1n2.p24-37

Roscoe, R. D., Snow, E. L., Allen, L. K., & McNamara, D. S. (2015). Automated detection of essay revising patterns: Applications for intelligent feedback in a writing tutor. Grantee Submission, 10(1), 59-79.

Shang, H. F. (2019). Exploring online peer feedback and automated corrective feedback on EFL writing performance. Interactive Learning Environments, 0(0), 1–13. https://doi.org/10.1080/10494820.2019.1629601

Wahyudin, A. Y. (2018). The impact of online peer feedback on EFL students writing at tertiary level. BAHTERA : Jurnal Pendidikan Bahasa Dan Sastra, 17(1), 1–10. https://doi.org/10.21009/bahtera.171.1

Wakabayashi, R. (2013). The effects of the peer feedback process on reviewers’ own writing. English Language Teaching, 6(9), 177–192. https://doi.org/10.5539/elt.v6n9p177

Wang, W. (2014). Students’ perceptions of rubric-referenced peer feedback on EFL writing: A longitudinal inquiry. Assessing Writing, 19, 80–96. https://doi.org/10.1016/j.asw.2013.11.008

Winstone, N. E., & Boud, D. (2020). The need to disentangle assessment and feedback in higher education. Studies in Higher Education, 0(0), 1–12. https://doi.org/10.1080/03075079.2020.1779687

Wu, Z. (2019). Lower English proficiency means poorer feedback performance? A mixed-methods study. Assessing Writing, 41(May), 14–24. https://doi.org/10.1016/j.asw.2019.05.001

Yu, S., & Hu, G. (2017). Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback? Teaching in Higher Education, 22(2), 178–192. https://doi.org/10.1080/13562517.2016.1221806

Yu, S., & Lee, I. (2016). Peer feedback in second language writing (2005-2014). In Language Teaching (Vol. 49, Issue 4). https://doi.org/10.1017/S0261444816000161

Zhou, J., Dawson, P., Tai, J. H. M., & Bearman, M. (2021). How conceptualising respect can inform feedback pedagogies. Assessment and Evaluation in Higher Education, 46(1), 68–79. https://doi.org/10.1080/02602938.2020.1733490

Zhu, Q., & Carless, D. (2018). Dialogue within peer feedback processes: clarification and negotiation of meaning. Higher Education Research and Development, 37(4), 883–897. https://doi.org/10.1080/07294360.2018.1446417




DOI: https://doi.org/10.18196/ftl.v7i1.12751

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Kristian Florensio Wijaya

 

 

 

Address

Journal of Foreign Language Teaching and Learning

KH. Ibrahim Building (E6), 1st Floor, Universitas Muhammadiyah Yogyakarta

Jalan Brawijaya, Tamantirto, Kasihan, Bantul, Yogyakarta, 55183

Phone: +62 274 387656, ext. 447

Email: journalfltl@gmail.com

E-ISSN: 2580-2070

---------------------------------------------------------------------------------------

 

Creative Commons License
Journal of Foreign Language Teaching and Learning is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.