Open AccessWritten Corrective Feedback in Online Asynchronous Platform: Fostering EFL Students’ Writing Skill
Author(s) -
Sitti Nurfaidah
Publication year - 2021
Publication title -
al-ta'dib : jurnal kajian ilmu kependidikan/al-ta'dib
Language(s) - English
Resource type - Journals
eISSN - 2598-3873
pISSN - 1979-4908
DOI - 10.31332/atdbwv14i2.3729
Subject(s) - asynchronous communication , corrective feedback , computer science , online learning , online discussion , cognition , multimedia , complaint , peer feedback , psychology , asynchronous learning , mathematics education , world wide web , synchronous learning , teaching method , cooperative learning , computer network , neuroscience , political science , law
This study is intended to investigate the students’ engagement on teacher’s focused written corrective feedback (FWCF) on their writing in online asynchronous platform. Data gathered from students’ written drafts and reflective journal were analyzed using Ferris’ (2012) FWCF framework as well as sociocultural and activity framework in the online instructional setting. The findings of the study indicate that the students’ cognitive, behavioral, and affective engagement in online asynchronous platform with FWCF portray their learning beliefs as they are exposed to written feedback. Students engagement with online FWCF reveal that such online platform feedback helps students check their progress without time and place boundary. Such feedback also facilitates them to do self-revision because the feedback raises their awareness of their mistakes leading them into more autonomous learners. Moreover, the online platform is considered to be effective due to its mobility. Students’ only complaint is when they are encountered with limited data usage and network around campus.Keywords:Asynchronous; online platform; EFL writing; online corrective feedback