Open AccessEFL Students’ Responses on Teacher’s Online Written Feedback: Interaction, Revision, and Perception
Author(s) -
Dewi Nur Suci,
Yazid Basthomi,
Nur Mukminatien,
Asih Santihastuti,
Syamdianita Syamdianita
Publication year - 2021
Publication title -
indonesian journal of applied linguistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.283
H-Index - 9
eISSN - 2502-6747
pISSN - 2301-9468
DOI - 10.17509/ijal.v11i2.28549
Subject(s) - dialogic , paragraph , directive , perception , psychology , mathematics education , pedagogy , solidarity , online discussion , computer science , neuroscience , politics , world wide web , political science , law , programming language
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 ndings highlight the (de)merits of directive-dialogic interactions in online written feedback and LA data to improve teaching and learning.