Abstract
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 willingly to be 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 was 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 needs to consider asynchronous online interactions for students’ writing revision when teaching writing.
Highlights
The process writing approach has been implemented in writing classes since the 1980s. Harmer (2014) mentioned that brainstorming, writing a first draft, revising, editing, and reviewing are the five stages of the process approach to writing
The aim of the study was to compare the impact of implementing face-to-face and asynchronous online interactive peer feedback activities on the quality of students’ revision drafts in terms of writing aspects such as format & content (FC), organization & coherence (OCh), and structure & vocabulary (SV)
We found that everything ran well while peer feedback was being conducted in the class
Summary
The process writing approach has been implemented in writing classes since the 1980s. Harmer (2014) mentioned that brainstorming, writing a first draft, revising, editing, and reviewing are the five stages of the process approach to writing. Harmer (2014) mentioned that brainstorming, writing a first draft, revising, editing, and reviewing are the five stages of the process approach to writing. Those steps are commonly conducted in sequence but certain steps can be done repeatedly when it necessary (Hayes, 2012). In the stage of revising and editing, feedback is needed to improve the quality of each draft. Feedback is a kind of input from the writing audience or readers. It can be in the form of comments or even questions delivered to the writer. It is required to improve the written product in terms of writing aspects such as content, paragraph organization, unity, grammar, and mechanics
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