Original Research
Unidentified versus Identified Peer Feedback Combined with Teacher Feedback to Improve Second Language Students’ Online Writing
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This study investigated the effectiveness of the combination of peer corrective feedback (PCF) and teacher feedback (TF) on students’ writing performance and proficiency with an focus on mechanics, style, organization, content, and grammar. The participants were sophomores majoring in English at a state university in Indonesia. Three groups of thirty students each were formed from the students: an unidentified PCF+TF group, an identified PCF+TF group, and a TF group. During the initial phase and at last, each group received pre- and post-tests. For two weeks, students in the unidentified and identified PCF+TF groups were involved in a two-hour in-class feedback training session. Written assignments and transcripts of interviews were used to collect data. In the argumentative essay writing post-test, the unidentified PCF+TF group performed better than the other two groups with considerably higher scores of mean (p < 0.01). Furthermore, there was a substantial increase (p < 0.05) in the post-test scores of mean for the five writing aspects (mechanics, style, organization, content, and grammar) in both the unidentified PCF+TF and identified PCF+TF groups. The whole performance of writing and proficiency substantially increased when PCF and TF were combined with feedback training. This study emphasizes how crucial it is to combine PCF and TF while teaching English in order to increase learning outcomes.
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Keywords
Writing Performance; Peer Feedback; Unidentified and Identified Peer Corrective Feedback; Teacher Feedback
Author(s) Information
Publisher’s Note
The claims, arguments, and counter-arguments made in this article are exclusively those of the contributing authors. Hence, they do not necessarily represent the viewpoints of the authors’ affiliated institutions, or EUROKD as the publisher, the editors and the reviewers of the article.
Acknowledgements
The authors would like to thank the English teacher and students for willingly contributing to this study.
Funding
This work was supported by King Mongkut’s Institute of Technology Ladkrabang.
CRediT Authorship Contribution Statement
Amanda Pradhani Yanwar: Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Project
Jirarat Sitthiworachart: Conceptualization, Methodology, Project Administration, Supervision, Validation, Writing – Review & Editing
John Morris: Supervision, Validation, Writing – Review & Editing
Mike Joy: Supervision, Writing – Review & Editing
Generative AI Use Disclosure Statement
The authors used generative AI technologies (QuillBot and ChatGPT by OpenAI) to help with style editing, paraphrasing, and improvements to the language. The final draft was carefully reviewed by all authors to ensure clarity and authenticity. Additionally, all content, data analysis, results, and conclusions are original.
Ethics Declarations
World Medical Association (WMA) Declaration of Helsinki–Ethical Principles for Medical Research Involving Human Participants
This research was accomplished in fulfillment with the World Medical Association (WMA) Declaration of Helsinki and ethical protocols of the research ethics committee of the university (Approval No. 19/KER-LPPM/EC/2023). Every participant was informed about the purposes of the study and the participation was voluntary. Before any data was collected, written consent was gained. Additionally, confidentiality and anonymity were ensured for the whole research.
Competing Interests
There is no competing interest.
Data Availability
The data are available upon reasonable request.