Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions

The objectives of this study were to compare the impact of peer feedback implementation with teacher involvement through training in the classroom and asynchronous online communication on the quality of students' writing revisions, as well as to investigate students' perceptions of peer fe...

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Autores principales:	Annisa Astrid, Dwi Rukmini, Sri Wuli Fitriati, Syafryadin
Formato:	article
Lenguaje:	EN
Publicado:	National Research University Higher School of Economics 2021
Materias:	asynchronous online interaction face to face interaction peer feedback teacher’s intervention writing development Education L Philology. Linguistics P1-1091
Acceso en línea:	https://doi.org/10.17323/jle.2021.10585 https://doaj.org/article/78d7774921bc4200a068e922cca60f22
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spelling	oai:doaj.org-article:78d7774921bc4200a068e922cca60f222021-11-10T15:32:47ZExperiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptionshttps://doi.org/10.17323/jle.2021.105852411-7390https://doaj.org/article/78d7774921bc4200a068e922cca60f222021-06-01T00:00:00Zhttps://jle.hse.ru/article/view/10585/12931https://doaj.org/toc/2411-7390The objectives of this study were to compare the impact of peer feedback implementation with teacher involvement through training in the classroom and asynchronous online communication on the quality of students' writing revisions, as well as to investigate students' perceptions of peer feedback activities. Twenty-five students participated in the experimental study. Eleven students were interviewed. Inferential statistical analysis was used to interpret the quantitative data collected from students’ essay writing scores. Meanwhile, the data obtained through observations and interviews were interpreted using qualitative coding analysis. The results of the inferential statistical analysis revealed that peer feedback activities conducted through asynchronous online interactions had more significant effects compared to those conducted face to face on students’ writing revision. Further, after conducting a thematic analysis, six themes emerged: 1) peer feedback activities could increase students’ autonomy in learning, 2) the teacher's involvement in peer feedback activities was beneficial in terms of improving the consistency of feedback and revision, 3) peer feedback through asynchronous online interactions gave extra time to produce more beneficial comments, 4) peer feedback activities through asynchronous online interactions gave more chances to become a writing audience, 5) communicating via Facebook made the students feel awkward, and 6) recorded feedback via Facebook comments was more beneficial for students’ revision. The implication of the research is that teachers of English need to consider asynchronous online interactions for students’ writing revision when teaching writingAnnisa AstridDwi RukminiSri Wuli FitriatiSyafryadinNational Research University Higher School of Economicsarticleasynchronous online interactionface to face interactionpeer feedbackteacher’s interventionwriting developmentEducationLPhilology. LinguisticsP1-1091ENJournal of Language and Education, Vol 7, Iss 2, Pp 64-77 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	asynchronous online interaction face to face interaction peer feedback teacher’s intervention writing development Education L Philology. Linguistics P1-1091
spellingShingle	asynchronous online interaction face to face interaction peer feedback teacher’s intervention writing development Education L Philology. Linguistics P1-1091 Annisa Astrid Dwi Rukmini Sri Wuli Fitriati Syafryadin Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions
description	The objectives of this study were to compare the impact of peer feedback implementation with teacher involvement through training in the classroom and asynchronous online communication on the quality of students' writing revisions, as well as to investigate students' perceptions of peer feedback activities. Twenty-five students participated in the experimental study. Eleven students were interviewed. Inferential statistical analysis was used to interpret the quantitative data collected from students’ essay writing scores. Meanwhile, the data obtained through observations and interviews were interpreted using qualitative coding analysis. The results of the inferential statistical analysis revealed that peer feedback activities conducted through asynchronous online interactions had more significant effects compared to those conducted face to face on students’ writing revision. Further, after conducting a thematic analysis, six themes emerged: 1) peer feedback activities could increase students’ autonomy in learning, 2) the teacher's involvement in peer feedback activities was beneficial in terms of improving the consistency of feedback and revision, 3) peer feedback through asynchronous online interactions gave extra time to produce more beneficial comments, 4) peer feedback activities through asynchronous online interactions gave more chances to become a writing audience, 5) communicating via Facebook made the students feel awkward, and 6) recorded feedback via Facebook comments was more beneficial for students’ revision. The implication of the research is that teachers of English need to consider asynchronous online interactions for students’ writing revision when teaching writing
format	article
author	Annisa Astrid Dwi Rukmini Sri Wuli Fitriati Syafryadin
author_facet	Annisa Astrid Dwi Rukmini Sri Wuli Fitriati Syafryadin
author_sort	Annisa Astrid
title	Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions
title_short	Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions
title_full	Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions
title_fullStr	Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions
title_full_unstemmed	Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions
title_sort	experiencing the peer feedback activities with teacher’s intervention through face-to-face and asynchronous online interaction: the impact on students’ writing development and perceptions
publisher	National Research University Higher School of Economics
publishDate	2021
url	https://doi.org/10.17323/jle.2021.10585 https://doaj.org/article/78d7774921bc4200a068e922cca60f22
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Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions

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