Virtual Feedback: Exploring and Analyzing Students’ Acceptance as a Tool for Developing English Language Skills

Abstract

This study aimed to explore the students’ acceptance serving as a reflective valuable data concerning what the students perceived if applying the pedagogy of giving virtual or online feedback by the teacher through the platforms of Zoom and ClassStart was beneficial in developing their English language skills. The perceptions of use of the platforms were also investigated. The participants of this study were 134 students purposely selected from 250 students, studying at a local university in Thailand, majoring in English Education. They have taken an Effective Presentation course which was compulsory for the students majoring in English Education. They have been through the research designed context to be investigated their perception on giving feedback to enhance their English-speaking skills for 30 hours, 3 hours per week for a semester. The tools implemented for collecting the data were the distribution of questionnaires online with the open-ended questions. The collected data were then analyzed through SPSS and ANOVA. The findings showed that applying the pedagogy of giving virtual or online feedback by the teacher through the platforms of Zoom and ClassStart was advised not only can be applied in teaching and learning language, yet other courses as a mean of an assisted tool educators can implement in their classes properly.