STUDENTS’ ATTITUDES AND PERCEPTIONS OF E-FEEDBACK TYPES: ONLINE TEACHER FEEDBACK (OTF), ONLINE PEER FEEDBACK (OPF), AND AUTOMATED WRITING EVALUATION FEEDBACK (AWE)

Abstract

This study investigated students’ attitudes and perceptions of online teacher feedback (OTF), online peer feedback (OPF), and automated writing evaluation (AWE) feedback and their impact on the writing performance of EFL learners. It was conducted over two semesters with freshman ELT students. The progress writing technique was implemented. Data were collected through a questionnaire with 20 open ended questions administered to the participants, and writing samples were collected at various stages of the writing process and semi-structured interviews with volunteer students. 65 students were involved in the questionnaire and 10 students participated in the interviews. The results showed that the use of OTF, OPF, and AWE feedback all had a positive impact on learners' writing performance in various areas, including grammar, organization, coherence, and vocabulary. Participants reported that they found the e-feedback, especially the one provided by the instructor helpful and that it improved their writing most while the one provided by the peers was not as effective as the others. The study suggests that the use of written e-feedback from multiple sources can be effective in improving EFL learners' writing performance, and that incorporating OTF, OPF, and AWE feedback can be a valuable addition to the traditional writing process.

Keywords

• Online education
• online teacher feedback
• online peer feedback
• automated writing evaluation feedback
• efl writing

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