Abstract
This qualitative research investigated if corrective feedback (CF) through a digitally regulated collective evaluation mechanism can generate appropriate revisions in the student's English essays regarding language components. The research used a self-developed learning management system (LMS). Students of an Academic Writing class participated in the study and were required to upload 5-paragraph essays to the LMS and participate in giving CF. The minimum words for every text and the minimum evaluators for each essay were set-up digitally. Learning artifacts of three students were randomly selected using an MS Excel formula and then content-analyzed for the CF of language aspects using NVivo12. The peer CF was then traced back in the final essay. Results show that most of the final revisions do not take on the CF from peers especially regarding the high-order feedback like content (idea), organization, and diction. However, such low-order feedback as typo, capitalization errors, subject-verb agreement, and preposition-noun agreement are identified in the revisions. In conclusion, not all peer-CFs were adopted and the low-order CF is found more pronounced than the high-order one. The finding suggests that online collective CF with a regulated mechanism to an extent can trigger editing skills especially when focused on the low-order errors.
Highlights
The idea to develop a new learning management system (LMS) with e-portfolio functionalities was initially motivated by the fact that teacher-student single traffic paper correction was sometimes found uninteresting and less beneficial to both the students and the teacher
This research has revealed several findings regarding the benefits of numerically regulated collective corrective feedback (CF) for writing works
The mechanism of numerical setting in the LMS has managed to push all students to participate in the online communication and English production
Summary
The idea to develop a new learning management system (LMS) with e-portfolio functionalities was initially motivated by the fact that teacher-student single traffic paper correction was sometimes found uninteresting and less beneficial to both the students and the teacher. Some teachers at the school where this research was conducted tried to find LMSs to complement this weak point. They searched for a medium for collective evaluation practice. Integrating a systemic continuous collective evaluation into the LMSs is not yet possible They have not been equipped with a feature to enable all students in an across classes to get Universal Journal of Educational Research 8(11): 5388-5394, 2020 involved in providing CF and other suggestions to a project, one that all system inhabitants can view and give recorded comments or evaluation. The peer-evaluation receivers can improve their work in the self-evaluation page based on all the received evaluative words For this reason, the new LMS was developed
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