Students’ Perceptions of Assignments and Feedback in an Online English Composition Course
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The purpose of the present study is to investigate students’ perspectives on writing assignments and feedback in an online English composition course, specifically addressing the questions of how students perceive writing assignments, feedback, and discussion forums, and of what strategies can be used to promote effective feedback. In order to examine these issues, an online questionnaire was administered and an informal group interview was conducted. The questionnaire was completed by 104 EFL students at Cyber H University, and four of these students participated in the group interview. The results showed that the students’ views of the online composition course were very positive. A majority of the students indicated that the assignments and feedback were extremely helpful for the improvement of their English writing skills, as was participation in discussion forums. However, it was suggested that clearer directions about assignments needed to be provided. In addition, the students mentioned that feedback should be more consistent, and error corrections should be accompanied with clear explanations, examples, and encouraging comments. For consistent and high quality feedback, training sessions are suggested for instructors and tutors. Furthermore, an individualized and interactive process through face-to-face meetings, phone calls, or videoconferencing can be incorporated into online composition courses.
Abstract
The purpose of the present study is to investigate students’ perspectives on writing assignments and feedback in an online English composition course, specifically addressing the questions of how students perceive writing assignments, feedback, and discussion forums, and of what strategies can be used to promote effective feedback. In order to examine these issues, an online questionnaire was administered and an informal group interview was conducted. The questionnaire was completed by 104 EFL students at Cyber H University, and four of these students participated in the group interview. The results showed that the students’ views of the online composition course were very positive. A majority of the students indicated that the assignments and feedback were extremely helpful for the improvement of their English writing skills, as was participation in discussion forums. However, it was suggested that clearer directions about assignments needed to be provided. In addition, the students mentioned that feedback should be more consistent, and error corrections should be accompanied with clear explanations, examples, and encouraging comments. For consistent and high quality feedback, training sessions are suggested for instructors and tutors. Furthermore, an individualized and interactive process through face-to-face meetings, phone calls, or videoconferencing can be incorporated into online composition courses.
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