Teacher and Peer Online Feedback in EFL Writing: Effects on Writing Performance and Affective Factors

Sibakhul Milad Malik Hidayatulloh; Iwa Sobara; Didit Haryadi

doi:10.21093/ijeltal.v11i2.2781

Authors

Sibakhul Milad Malik Hidayatulloh Universitas Negeri Malang, Indonesia
Iwa Sobara Universitas Negeri Malang, Indonesia
Didit Haryadi Suranaree University of Technology, Thailand

DOI:

https://doi.org/10.21093/ijeltal.v11i2.2781

Keywords:

affective domain, argumentative writing, peer feedback, Teacher feedback, writing outcomes

Abstract

The study aims to examine the effects of teacher and peer online feedback on learners’ writing performance, motivation, self-efficacy, and anxiety in writing among EFL learners in Indonesia. A quasi-experimental design was employed with two intact classes that were non-randomly assigned to the treatment groups. 40 EFL learners from one public university in Indonesia were divided into two groups, with 25 learners receiving teacher feedback and 15 learners receiving peer feedback over a period of eight meetings within four weeks. An argumentative writing rubric for pre- and post-tests and a set of questionnaires measuring motivation, self-efficacy, and anxiety in writing were used to obtain the data. The data analysis involved the writing assessment with two raters using the validated rubrics and both parametric and non-parametric statistical analyses. The results showed that the writing performance with teacher feedback significantly differed from the peer feedback, as indicated by their post-test mean scores (p = .009). Of the three variables, even though the results showed a slight improvement, none of them showed a significant difference between the peer feedback and teacher feedback groups in their mean scores. The results showed no significant differences in writing motivation (p= 0.468), self-efficacy (p=0.95), and writing anxiety (p= 0.174) in their mean scores. Implications for online feedback and learners’ readiness to give online feedback and learners’ readiness in giving feedback are discussed.

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