EFL Students’ Responses on Teacher’s Online Written Feedback
Interaction, Revision, and Perception
Bibliographic Data
| ID | 21240176 |
|---|---|
| Authors | Dewi Nur Suci (State University of Malang), Yazid Basthomi (0000-0003-3314-3334, State University of Malang), Nur Mukminatien (0000-0002-9031-5174, State University of Malang), Asih Santihastuti (State University of Malang), Syamdianita Syamdianita (0000-0001-9798-0532, State University of Malang) |
| Year | 2021 |
| Volume | 11 |
| Issue | 2 |
| Publication date | 2021-09-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Indonesian Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 2301-9468 • E-ISSN: 2502-6747 |
| Publisher | Universitas Pendidikan Indonesia (UPI) (PUBLISHER) |
| DOI | 10.17509/ijal.v11i2.28549 |
| OpenAlex | W3202451941 |
| Language | EN |
| Citations received | 1 |
| References cited | 20 |
This study examines students’ interactions with the teacher’s feedback in an online course on paragraph writing at higher education in Indonesia. The instructional moves, interactional approach, and students’ perceived usefulness of the feedback were investigated. Through a discourse analysis framework, 355 comments on discussion posts from five students in four meetings were analyzed. The Learning Analytics (LA) data correlated with semi-structured interviews were employed to obtain the students’ perceived usefulness of teacher feedback for revision. The semi-structured interview was done with six students. The findings revealed that the teacher enacted fifteen moves to handle social interaction in online feedback from directive to dialogic categories. These moves are employed to create knowledge-building and solidarity for pedagogical and interactional goals, particularly. These are shown by the relation between LA and the students’ perceptions of the feedback for writing revision. Therefore, such findings highlight the (de)merits of directive-dialogic interactions in online written feedback and LA data to improve teaching and learning
Dialogic · Directive · Mathematics education · Online discussion · Paragraph · Pedagogy · Perception · Solidarity · Computer Science · Education and Critical Thinking Development · Innovative Teaching and Learning Methods · Psychology · Second Language Learning and Teaching
Dialogue within peer feedback processes
Engaging with automated writing evaluation (AWE) feedback on L2 writing
Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity
Using learning analytics to scale the provision of personalised feedback
“What I Mean Is…”
Corrective Feedback and Writing Accuracy of Students Across Different Levels of Grammatical Sensitivity
Indirect Written Corrective Feedback, Revision, and Learning
Dialogic feedback and potentialities for student learning
Teacher-student interaction on wikis
What's brought along and brought about
EFL learners’ corrective feedback decision-making in task-based peer interaction
A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing
Shared language of feedback and assessment. Perception of teachers and students in three Icelandic secondary schools
The impact of formative peer feedback on higher education students’ academic writing
The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance
Thinking critically about learning analytics, student outcomes, and equity of attainment
Supporting the less-adaptive student
Feedback Talk as a Means of Creating, Ratifying and Normalising an Institutionally Valued Teacher Identity
Teacher written corrective feedback
What Is the Influence of Peer Feedback and Author Response on Chinese University Students’ English Writing Performance
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |