Students’ Voices of Teachers’ Online Written Feedback

https://doi.org/10.19105/ojbs.v17i1.8441
Abstract views: 340 , PDF downloads: 299
Keywords: Students' voices, Online written feedback

Abstract

Feedback should be beneficial to learners; it should provide information about their performance of a task or activity. This study aims to explore students' concerns and expectations toward teachers' online written feedback through photovoice. Participants involved fifteen students of a writing course. To obtain the data, a photovoice was used following Wang et al.'s SHOWeD protocols based on the theme "students' voices on teachers' online written feedback to promote discussion among participants and researchers about critical topics to generate solutions. Two instruments were used to collect the data; documentation in the form of the participants' photographs and a semi-structured interview with each participant. The result revealed that students had raised some points regarding the teacher's online written feedback. These points include: 1) online written feedback is sufficient; 2) online feedback should show the strength of students' writing; 3) students' revision will improve students writing quality; 4) students need a comfortable place, correct times, and snacks when revising. The study concludes that instead of simply making suggestions, as is customary when providing feedback, the students require the teacher's assessment of their strengths. The findings suggested that teachers and lecturers should consider the points when providing online written feedback to students.

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Author Biographies

Lailatus Sa'adah, English Department, STKIP PGRI Jombang, Jombang 61418

LAILATUS SA'ADAH got her Bachelor of Arts (in English Education) and master's in ELT from Universitas Negeri Malang. She is now pursuing an English Education doctoral degree at Universitas Negeri Surabaya. Her expertise is in ELT and Professional Development.

Rosi Anjarwati, English Department, STKIP PGRI Jombang, Jombang 61418

ROSI ANJARWATI is a Lecturer in the English Education Study Program at STKIP PGRI Jombang from 2009 until now, with expertise in English Language Teaching and Writing. The author completed his undergraduate education majoring in English Education at STKIP PGRI Jombang in 2009. In 2013, the author completed his Master's degree in English Education (S2) at UNISMA Malang. She earned her Doctorate degree in Language Education and Literature from Universitas Negeri Surabaya in 2021.

Mohammad Romadhoni, Humanities and Social Studies College, National Dong Hwa University, Hualien 974

MOHAMMAD ROMADHONI has been an English Tutor at the Academy of English Empowerment at National Dong Hwa University Taiwan since 2022. He got his Bachelor of Education at STKIP PGRI Jombang and Master TESOL (Teaching English to Speaker of Other Languages) from National Dong Hwa University. Now, he is pursuing his Ph.D. Program in Asia Pacific Regional Studies, College of Humanities and Social Sciences, National Dong Hwa University.

Eva Nikmatul Rabbianty, English Teaching Learning Program, Tarbiyah Faculty, Institut Agama Islam Negeri Madura, Pamekasan 69371

EVA NIKMATUL RABBIANTY is a lecturer at the State Islamic Institute of MADURA. She attends the Doctoral Degree in English Language Education at the State University of MALANG. Her research areas are English language Teaching and Learning, specifically in Teaching English to Young Learners.

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Published
2023-05-29
How to Cite
Sa’adah, L., Anjarwati, R., Romadhoni, M., & Rabbianty, E. N. (2023). Students’ Voices of Teachers’ Online Written Feedback. OKARA: Jurnal Bahasa Dan Sastra, 17(1), 118-133. https://doi.org/10.19105/ojbs.v17i1.8441
Issue
Vol. 17 No. 1 (2023): OKARA: Jurnal Bahasa dan Sastra
Section
Articles

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