English Education Master Students' Perceptions on Peer Feedback in Academic Writing

Abstract

AbstractThis present qualitative study aimed to explore English Education Master Students’ perceptions on peer feedback in academic writing. One major reason for conducting this study was to shed more enlightenment for ELT parties in maximizing peer feedback activities in academic writing classes. Qualitative content analysis was utilized to attain clearer portrayals out of the specific phenomenon. To fulfill this research aim, 10 online Likert-scale questionnaire items along with 5 open-ended written narrative inquiry questions were administered to 15 English Education Master Students, Sanata Dharma University, batch 2019. The research results strongly suggested EFL educators continually cultivating peer feedback practices in academic writing activities in order to better promote more enjoyable, meaningful, and holistic learning environments in which learners’ target language and future life competencies are thriving more fruitfully. To a lesser extent, these specific research results can potentially give more enlightenment for globalized ELT parties with regard to the appropriate utilization of academic writing peer feedback activities in accord with graduate university EFL learners’ perspectives.Keywords: Peer feedback; academic writing, English Education Master students; qualitative content analysis