Abstract
Writing is heavy, tedious, and difficult for college students. Likewise, writing instruction is equally arduous for teachers. The implementation of online and remote classes due to the COVID-19 pandemic becomes an opportunity for students to develop writing through their peers’ feedback. This study analyzes the college students’ experience and evaluation in online asynchronous peer feedback in writing. One hundred college students in free sections from a private university responded to an adopted, modified, and validated survey questionnaire and focus group discussions to evaluate and validate their experience in online asynchronous peer feedback in writing. The survey results underwent statistical analysis using Statistical Package for the Social Sciences (SPSS), version 20, to determine the weighted mean scores. Thus, the results revealed that the college students have a strong positive experience in online asynchronous peer-feedback in writing with the course facilitator of English language-based subjects. Though online asynchronous peer feedback in writing is an established learning approach, it is not yet maximized in all or most classes of college students. Nevertheless, the study concludes that the positive assumptions, experimentations, and explorations done in online peer feedback in writing remain valuable for college students, especially in their asynchronous writing development.
Highlights
Writing is a heavy and tedious task for students
This is evident in the data from the Southeast Asia Primary Learning Metrics (SEA-PLM) 2019, which showed that 45% of Grade 5 learners in the Philippines have limited ability to present ideas in writing (Balinbin, 2020)
The college students experienced online asynchronous peer feedback in writing activities in English language-based subjects only. They experienced that it is practiced in all/most classes, and the written output of the online asynchronous peer feedback is facilitated by the course facilitator with the class
Summary
Writing is a heavy and tedious task for students. Prior to the COVID-19 pandemic, writing has been as difficult as reading and Math. This is evident in the data from the Southeast Asia Primary Learning Metrics (SEA-PLM) 2019, which showed that 45% of Grade 5 learners in the Philippines have limited ability to present ideas in writing (Balinbin, 2020). The limited writing proficiency of elementary students is carried over to college. Despite the long years of writing English as a second language from elementary to senior high school, college students commit constant writing errors such as prevalent grammatical errors, less familiarity with mechanics, and limited English vocabulary. A mismatch exists in what college students manifested in the actual writing versus what they recognized and admitted as their errors (Gagalang, 2020)
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