Confronting Effect of Online Teacher and Peer Feedback on the Students' Writing Performance

Autor/inn/en	Saiful; Wihastyanang, Wardani Dwi; Sulistyo, Gunadi Harry; Mukminatien, Nur
Titel	Confronting Effect of Online Teacher and Peer Feedback on the Students' Writing Performance
Quelle	In: Problems of Education in the 21st Century, 77 (2019) 5, S.650-666 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Electronic Learning; Integrated Learning Systems; Technology Integration; Peer Evaluation; Teacher Student Relationship; Feedback (Response); College Students; English (Second Language); Second Language Learning; Writing Instruction; Writing Achievement; Instructional Effectiveness; Essays; Persuasive Discourse; Academic Language; Performance Factors; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schreibunterricht; Unterrichtserfolg; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Leistungsindikator; Ausland; Indonesien
Abstract	This research explored the combination of these three aspects, namely: teacher feedback, peer feedback, and Schoology, and looked at the effect on the students' writing performance. Schoology is an online learning management system (LMS) that is used as the platform of online feedback. The problem mainly focuses on the explored effect of online teacher and peer feedback provided through Schoology on the students' writing performance. A total of 70 students were assigned as the participants of the research. The students in the experimental group experienced having teacher and peer feedback provided through Schoology; meanwhile, the students in the control group experienced having conventional teacher feedback. The data were collected based on the students' writing performance in pre-test and posttest as well as the results of questionnaire on the students' perception towards the experimental condition. Then, data analysis was done step by step by comparing the pretest scores at the initial stage which was followed by comparing the posttest scores. The result of this research revealed that the students who experienced having teacher and peer feedback provided through Schoology did not perform better in writing than those who experienced having conventional teacher feedback. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01