Students’ Perception of Electronic Feedback: Lecturer, Peer, and Self-Electronic Feedback on Writing Academic With Different Students’ Writing Achievement

Abstract

This study investigates the critical role of writing as a fundamental skill requiring continuous refinement, particularly in professional settings where it underpins daily business, academic, and corporate interactions. Focused on English as a Foreign Language (EFL) students, 30 participants from Universitas Islam Negeri Intan Lampung engaged in a clustered class setting. Utilizing a Likert-Scale questionnaire and SPSS version 26 for analysis, the research assessed students' perceptions of electronic feedback provided by instructors and peers. Findings indicate that while a majority of students received feedback on grammar, organization, and vocabulary, there's a notable gap in self-feedback, with many feeling uncertain about error identification. While 75% acknowledge the instructor's role in offering electronic feedback, 69% stress the importance of peer feedback. Interestingly, 75% deem self-feedback less impactful, citing uncertainty in error identification. These insights underscore the significance of targeted training to enhance English writing proficiency across diverse socio-cultural backgrounds.