The Effects of Online-Based Teacher Feedback and Self-Feedback on EFL College Students’ Writing and Their Perceptions
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The purpose of this study is to examine the effects of online-based teacher feedback and self-feedback in the process-oriented writing approach during the COVID-19 pandemic and the EFL students’ perceptions and preferences of both versions of feedbacks. Fifty-nine sophomore students majoring in police administration in junior college participated in the study. The score of their essays was compared by Holst’s (1993) Writing Rubric and analyzed by Faigley and Witte’s (1981) Taxonomy of Revision. Moreover, pre-and post-surveys with open-ended questionnaires were conducted. The findings revealed a higher improvement of writing by teacher feedback than by self-feedback. There were more surface changes than meaning changes from both types of feedback. The survey results show that students had more positive perceptions toward teacher feedback than self-feedback. Despite providing a checklist for self-feedback online, students did not revise as much as they marked on the checklist. However, some students felt a sense of pride in the process of self-feedback, so it can be applied in writing classrooms. Additionally, almost half of students preferred both types. Therefore, a teacher feedback and self-feedback can create a proper writing environment and enhance students’ writing motivation.
Abstract
The purpose of this study is to examine the effects of online-based teacher feedback and self-feedback in the process-oriented writing approach during the COVID-19 pandemic and the EFL students’ perceptions and preferences of both versions of feedbacks. Fifty-nine sophomore students majoring in police administration in junior college participated in the study. The score of their essays was compared by Holst’s (1993) Writing Rubric and analyzed by Faigley and Witte’s (1981) Taxonomy of Revision. Moreover, pre-and post-surveys with open-ended questionnaires were conducted. The findings revealed a higher improvement of writing by teacher feedback than by self-feedback. There were more surface changes than meaning changes from both types of feedback. The survey results show that students had more positive perceptions toward teacher feedback than self-feedback. Despite providing a checklist for self-feedback online, students did not revise as much as they marked on the checklist. However, some students felt a sense of pride in the process of self-feedback, so it can be applied in writing classrooms. Additionally, almost half of students preferred both types. Therefore, a teacher feedback and self-feedback can create a proper writing environment and enhance students’ writing motivation.
참고문헌 (38)
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