Exploring the Teachers and Learners’ Perceptions of Online Corrective Feedback through Multiple Platforms

Ris Suliandari, A. Zamzam, K. Khotimah
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Abstract

The shift to online learning milieu due to the Covid-19 pandemic has brought some impact in the practices or teaching learning including the nature of writing corrective feedback (WCF) that should also be migrated to online platforms. Although much research has been conducted on the effectiveness of WCF, less has explored student and teacher preferences and perceptions of online corrective feedback through various platforms in student thesis writing in response to this abrupt learning transformation. Lensing from a case study, we recruited two English teachers and fifteen learners non-randomly with a purposive sampling technique. This study used closed-ended questionnaires and semi-structured interviews. In analyzing the data, the researchers used the formulation of Sudijono (2006) for a closed-ended questionnaire and adapted the steps formulated by Creswell (2003) to analysis the interview data. The result showed that there were differences in preferences and perceptions between teachers and learners regarding the use of different types of WCF: direct and indirect feedback. The teachers prefer to use both types of feedback: direct and indirect feedback. Meanwhile, learners preferred direct corrective feedback. Thus, some pedagogical contribution is also discussed, accordingly.
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通过多平台探讨教师和学习者对在线纠正反馈的感知
新冠肺炎大流行导致的向在线学习环境的转变对实践或教学带来了一些影响,包括写作纠正反馈(WCF)的性质,这些反馈也应迁移到在线平台。尽管人们对WCF的有效性进行了大量研究,但很少有人通过学生论文写作中的各种平台来探讨学生和教师对在线纠正反馈的偏好和看法,以应对这种突然的学习转变。借用一个案例研究,我们采用有目的的抽样技术,非随机招募了两名英语教师和十五名学习者。本研究采用了封闭式问卷和半结构化访谈。在分析数据时,研究人员使用了Sudijono(2006)的公式作为封闭式问卷,并采用了Creswell(2003)制定的步骤来分析访谈数据。结果表明,教师和学习者在使用不同类型的WCF方面存在偏好和认知差异:直接反馈和间接反馈。教师更喜欢使用两种类型的反馈:直接反馈和间接反馈。同时,学习者更喜欢直接的纠正反馈。因此,也相应地讨论了一些教学贡献。
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发文量
8
审稿时长
12 weeks
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