Students’ Voices of Teachers’ Online Written Feedback

https://doi.org/10.19105/ojbs.v17i1.8441
Abstract views: 342 , PDF downloads: 302
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.

Downloads

Download data is not yet available.

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.

References

Bigatel, P. M., Ragan, L. C., Kennan, S., May, J., & Redmond, B. F. (2012). The Identification of Competencies for Online Teaching Success. Online Learning, 16(1). https://doi.org/10.24059/olj.v16i1.215

Bitchener, J., & Ferris, D. (2012). Written Corrective Feedback in Second Language Acquisition and Writing. New York ; London: Routledge.

Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Cunningham, K. J. (2019). Student Perceptions and Use of Technology-Mediated Text and Screencast Feedback in ESL Writing. Computers and Composition, 52, 222–241. https://doi.org/10.1016/j.compcom.2019.02.003

Dowden, T., Pittaway, S., Yost, H., & McCarthy, R. (2013). Students’ Perceptions of Written Feedback in Teacher Education: Ideally Feedback is A Continuing Two-Way Communication That Encourages Progress. Assessment & Evaluation in Higher Education, 38(3), 349–362. https://doi.org/10.1080/02602938.2011.632676

Febrianingrum, L., & Rabbianty, E. N. (2022). The Power of Integrating Bite-Sized Learning and Teacher Talk on Telegram Amid Pandemic. OKARA: Jurnal Bahasa dan Sastra, 16(1), 129–145. https://doi.org/10.19105/ojbs.v16i1.5844

Ferguson, P. (2011). Student Perceptions of Quality Feedback in Teacher Education. Assessment & Evaluation in Higher Education, 36(1), 51–62. https://doi.org/10.1080/02602930903197883

Ferris, D., & Roberts, B. (2001). Error Feedback in L2 Writing Classes: How Explicit Does It Need to Be? Journal of Second Language Writing, 10(3), 161–184. https://doi.org/10.1016/S1060-3743(01)00039-X

Gunawan, Suranti, N. M. Y., & Fathoroni. (2020). Variations of Models and Learning Platforms for Prospective Teachers During the COVID-19 Pandemic Period. Indonesian Journal of Teacher Education, 1(2), 61–70.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative Assessment and Feedback: Making Learning Visible. Studies in Educational Evaluation, 38(1), 21–27. https://doi.org/10.1016/j.stueduc.2012.04.001

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

Joyce, H. D. (2018). Using Photovoice to Explore School Connection and Disconnection. Children & Schools, 40(4), 211–220. https://doi.org/10.1093/cs/cdy021

Khan, M. A., Kamal, T., Illiyan, A., & Asif, M. (2021). School Students’ Perception and Challenges towards Online Classes during COVID-19 Pandemic in India: An Econometric Analysis. Sustainability, 13(9), 4786. https://doi.org/10.3390/su13094786

Kılıçkaya, F. (2022). Pre-service Language Teachers’ Online Written Corrective Feedback Preferences and Timing of Feedback in Computer-Supported L2 Grammar Instruction. Computer Assisted Language Learning, 35(1–2), 62–87. https://doi.org/10.1080/09588221.2019.1668811

Leibold, N., & Schwarz, L. M. (2015). The Art of Giving Online Feedback. Journal of Effective Teaching, 15(1), 34–46.

Leng, K. T. P. (2014). An Analysis of Written Feedback on ESL Students’ Writing. Procedia - Social and Behavioral Sciences, 123, 389–397. https://doi.org/10.1016/j.sbspro.2014.01.1437

Noroozi, O., & Hatami, J. (2019). The Effects of Online Peer Feedback and Epistemic Beliefs on Students’ Argumentation-Based Learning. Innovations in Education and Teaching International, 56(5), 548–557. https://doi.org/10.1080/14703297.2018.1431143

ONeill, R., & Russell, A. (2019). Stop! Grammar Time: University Students’ Perceptions of the Automated Feedback Program Grammarly. Australasian Journal of Educational Technology, 35(1). https://doi.org/10.14742/ajet.3795

Rabbianty, E. N., Ghofur, A., & Wafi, A. (2021). Maximizing the Use of Whatsapp in English Remote Learning to Promote Students’ Engagement at Madura. LET: Linguistics, Literature and English Teaching Journal, 11(1), 42. https://doi.org/10.18592/let.v11i1.4402

Raihany, A. (2014). The Importance of Teacher’s Written Feedback on the Students’ Writing in Teaching Learning Process. OKARA: Jurnal Bahasa dan Sastra, 8(1), 91–106. https://doi.org/10.19105/ojbs.v8i1.458

Razali, R., & Jupri, R. (2014). Exploring Teacher Written Feedback and Student Revisions on ESL Students’ Writing. IOSR Journal of Humanities and Social Science, 19(5), 63–70. https://doi.org/10.9790/0837-19556370

Ruiz-Primo, M. A., & Li, M. (2013). Analyzing Teachers’ Feedback Practices in Response to Students’ Work in Science Classrooms. Applied Measurement in Education, 26(3), 163–175. https://doi.org/10.1080/08957347.2013.793188

Ryan, T., Henderson, M., & Phillips, M. (2019). Feedback Modes Matter: Comparing Student Perceptions of Digital and Non‐Digital Feedback Modes in Higher Education. British Journal of Educational Technology, 50(3), 1507–1523. https://doi.org/10.1111/bjet.12749

Sarré, C., Grosbois, M., & Brudermann, C. (2021). Fostering Accuracy in L2 Writing: Impact of Different Types of Corrective Feedback in an Experimental Blended Learning Efl Course. Computer Assisted Language Learning, 34(5–6), 707–729. https://doi.org/10.1080/09588221.2019.1635164

Shintani, N., & Aubrey, S. (2016). The Effectiveness of Synchronous and Asynchronous Written Corrective Feedback on Grammatical Accuracy in a Computer-Mediated Environment. The Modern Language Journal, 100(1), 296–319. https://doi.org/10.1111/modl.12317

Suci, D. N., Basthomi, Y., Mukminatien, N., Santihastuti, A., & Syamdianita, S. (2021). EFL Students’ Responses on Teacher’s Online Written Feedback: Interaction, Revision, and Perception. Indonesian Journal of Applied Linguistics, 11(2). https://doi.org/10.17509/ijal.v11i2.28549

Valero Haro, A., Noroozi, O., Biemans, H. J. A., & Mulder, M. (2019). The Effects of an Online Learning Environment With Worked Examples and Peer Feedback on Students’ Argumentative Essay Writing and Domain-Specific Knowledge Acquisition in the Field of Biotechnology. Journal of Biological Education, 53(4), 390–398. https://doi.org/10.1080/00219266.2018.1472132

Vattøy, K.-D., & Smith, K. (2019). Students’ Perceptions of Teachers’ Feedback Practice in Teaching English as a Foreign Language. Teaching and Teacher Education, 85, 260–268. https://doi.org/10.1016/j.tate.2019.06.024

Wang, C. C., Morrel-Samuels, S., Hutchison, P. M., Bell, L., & Pestronk, R. M. (2004). Flint Photovoice: Community Building Among Youths, Adults, and Policymakers. American Journal of Public Health, 94(6), 911–913. https://doi.org/10.2105/AJPH.94.6.911

Wass, R., Anderson, V., Rabello, R., Golding, C., Rangi, A., & Eteuati, E. (2020). Photovoice as a Research Method for Higher Education Research. Higher Education Research & Development, 39(4), 834–850. https://doi.org/10.1080/07294360.2019.1692791

Zhang, C. (2016). An Investigation into Teacher Written Feedback on English Writing. Proceedings of the 2016 International Conference on Education, Management and Computer Science, 843–846. Atlantis Press. https://doi.org/10.2991/icemc-16.2016.170

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

The journal operates an Open Access policy under a Creative Commons Attribution-NonCommercial 4.0 International License. Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.