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Peer Feedback On Facebook: The Use Of Social Networking Websites To Develop 
Writing Ability Of Undergraduate Students

Year 2013, Volume: 14 Issue: 4, 260 - 270, 01.12.2013

Abstract

The current study explores how integrating a social networking website called Facebook with peer feedback in groups supports student learning, investigates the nature of feedback students received on their writing, and examines their attitudes towards the use of Facebook for peer feedback. The study involves 30 undergraduate students who participated in giving and receiving feedback on Facebook with an aim to develop their writing competence over the fundamental English course of one-semester study. Data were collected from the first and final drafts of writing assignments, written peer comments, a questionnaire and an interview. While the document analysis was the main data collection method, a questionnaire and an interview provided crucial information. The results revealed that the nature of students’ feedback focused on content more than grammatical errors. However, quantitative analyses of the peer comments and revisions to the drafts show that feedback given on Facebook had an effect on improving revised drafts. There was statistically significant improvement in the revised drafts which was linked to peer feedback. Finally, the analysis of interviews indicated positive attitude on the use of Facebook for peer feedback in the English class.

References

  • Alghazo, K., Abdelrahman, M., & Qbeitah, Asma'a Ali. (2009). The effect of teachers' error feedback on Al-Hussein Bin Talal University students' self correction ability.
  • European Journal of Social Sciences 12 (1): 142-156. Black, A. (2005). The use of asynchronous discussion: Creating a text of talk.
  • Contemporary Issues in Technology and Teacher Education, 5 (1). Retrieved October 3, 2005 from http://www.citejournal.org/vol5/iss1/languagearts/article1.cfm
  • Blattner, G. & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning. 6 (1): 12-18.
  • Ciftci, H. & Kocoglu, Zeynep. (2012). Effects of peer e-feedback on Turkish EFL students' writing performance. Journal of Education Computing Research. 46(1): 61-84.
  • Corgan, R., Hammer, V., Margolies, M., & Crossley, C. (2004). Making your online course successful. Business Education Forum 58(3): 51-53.
  • DeSchryver, M., Mishra, P., Koehler, M., & Francis, A. (2009).Moodle vs. Facebook: Does
  • Using Facebook for Discussions in an Online Course Enhance Perceived Social Presence and Student Interaction? Paper presented at the Society for Information Technology& Teacher Education International Conference, Chesapeake, USA, March 2-6, 2009.
  • Erfanian, M. (2002). The Effect of Self-Correction Strategy on the Development of
  • Learners’ Linguistic Competence. M. A. thesis, Allameh Tabatabaei University. Ertmer, P. & Stepich, D. (2004). Examining the Relationship between Higher-order
  • Learning and Students' Perceived Sense of Community in an Online Learning Environment. Paper presented at the 10th Australian World Wide Web conference, Gold Coast, Australia, December 12-15, 2004.
  • Jones, S. & Fox, Susannah. (2009).Generations Online in 2009. Retrieved April 14, 2011 from http://www.pewinternet.org/w/media//Files/Reports/2009/PIP_ Generations_2009.pdf
  • Kabilan, M., Almad, N., & Zainol, M. (2010). Facebook: An online environment for learning of English in Institutions of Higher Education. Internet and Higher Education, 13(4), 179-187.
  • Littlewood, W. (1984). Foreign and second language learning: Language acquisition research and its application for the classroom. Cambridge: Cambridge University Press, 19
  • Liu, Y. (2008). The effects of error feedback in second language writing. Arizona
  • Working Papers in SLA & Teaching, 15: 65–79. Madge, C. et al. (2009). Facebook, social integration and informal learning at university:
  • It is more for socialising and talking to friends about work than for actually doing work. Learning, Media and Technology, 34(2): 141–155. Matney, M. & Borland, K. (2009). Facebook, blogs, tweets: How staff and units can use social networking to enhance student learning. Paper presented at the annual meeting of the National Association for Student Personnel Administrators,
  • Seattle, WA, USA, March 12, 2009.
  • Ooi, C.Y. & Loh, Ka Yee. (2010). Using online Web 2.0 tools to promote innovative learning. Paper presented at the 14th Global Conference on Computers in Education, Singapore, June 1-4, 2010.
  • Poehner, M. & Lantolf, J. (2005). Dynamic assessment and the transcendence of mediated learning. The Modern Language Journal, 91(3), 323-340.
  • Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal 59(1): January, 23-30.
  • Selwyn, N. (2009). Faceworking: exploring students’ educational-related use of Facebook learning. Media and Technology 34(2): 157–174.
  • Shih, Ru-Chu. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning.
  • Australasian Journal of Educational Technology, 27 (Special issue, 5), 829-845. Villamil, O. & De Guerrero, M. (1998). Assessing the impact of peer revision on L2 writing. Applied Linguistics. 19: 491-514.
  • Walz, J. (1982). Error correction techniques for the foreign language classroom.
  • Washington DC: Prentice Hall Inc. Wanchid, R. (2010). Designing effective online peer feedback activities in the EFL writing class. Applied Arts Academic Journal, 3(1), 25-33.
  • Wang, J., Lin, C., Yu, W. & Wu, E. (2012). Meaningful engagement in Facebook learning environments: Merging social and academic lives. Turkish Online Journal of Distance Education. 14(1), 302-322.
  • Wang, Q., Woo, H., Quek, C., Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43 (3), 428–438.
  • Warschauer, M. (2002). Networking into academic discourse. Journal of English for
  • Academic Purposes. 1(1): 45-58. William, J. (2011). Providing Feedback on ESL Students' Written Assignments.
  • Retrieved March 22, 2011. http://iteslj.org/Techniques/Williams-Feedback.html
Year 2013, Volume: 14 Issue: 4, 260 - 270, 01.12.2013

Abstract

References

  • Alghazo, K., Abdelrahman, M., & Qbeitah, Asma'a Ali. (2009). The effect of teachers' error feedback on Al-Hussein Bin Talal University students' self correction ability.
  • European Journal of Social Sciences 12 (1): 142-156. Black, A. (2005). The use of asynchronous discussion: Creating a text of talk.
  • Contemporary Issues in Technology and Teacher Education, 5 (1). Retrieved October 3, 2005 from http://www.citejournal.org/vol5/iss1/languagearts/article1.cfm
  • Blattner, G. & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning. 6 (1): 12-18.
  • Ciftci, H. & Kocoglu, Zeynep. (2012). Effects of peer e-feedback on Turkish EFL students' writing performance. Journal of Education Computing Research. 46(1): 61-84.
  • Corgan, R., Hammer, V., Margolies, M., & Crossley, C. (2004). Making your online course successful. Business Education Forum 58(3): 51-53.
  • DeSchryver, M., Mishra, P., Koehler, M., & Francis, A. (2009).Moodle vs. Facebook: Does
  • Using Facebook for Discussions in an Online Course Enhance Perceived Social Presence and Student Interaction? Paper presented at the Society for Information Technology& Teacher Education International Conference, Chesapeake, USA, March 2-6, 2009.
  • Erfanian, M. (2002). The Effect of Self-Correction Strategy on the Development of
  • Learners’ Linguistic Competence. M. A. thesis, Allameh Tabatabaei University. Ertmer, P. & Stepich, D. (2004). Examining the Relationship between Higher-order
  • Learning and Students' Perceived Sense of Community in an Online Learning Environment. Paper presented at the 10th Australian World Wide Web conference, Gold Coast, Australia, December 12-15, 2004.
  • Jones, S. & Fox, Susannah. (2009).Generations Online in 2009. Retrieved April 14, 2011 from http://www.pewinternet.org/w/media//Files/Reports/2009/PIP_ Generations_2009.pdf
  • Kabilan, M., Almad, N., & Zainol, M. (2010). Facebook: An online environment for learning of English in Institutions of Higher Education. Internet and Higher Education, 13(4), 179-187.
  • Littlewood, W. (1984). Foreign and second language learning: Language acquisition research and its application for the classroom. Cambridge: Cambridge University Press, 19
  • Liu, Y. (2008). The effects of error feedback in second language writing. Arizona
  • Working Papers in SLA & Teaching, 15: 65–79. Madge, C. et al. (2009). Facebook, social integration and informal learning at university:
  • It is more for socialising and talking to friends about work than for actually doing work. Learning, Media and Technology, 34(2): 141–155. Matney, M. & Borland, K. (2009). Facebook, blogs, tweets: How staff and units can use social networking to enhance student learning. Paper presented at the annual meeting of the National Association for Student Personnel Administrators,
  • Seattle, WA, USA, March 12, 2009.
  • Ooi, C.Y. & Loh, Ka Yee. (2010). Using online Web 2.0 tools to promote innovative learning. Paper presented at the 14th Global Conference on Computers in Education, Singapore, June 1-4, 2010.
  • Poehner, M. & Lantolf, J. (2005). Dynamic assessment and the transcendence of mediated learning. The Modern Language Journal, 91(3), 323-340.
  • Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal 59(1): January, 23-30.
  • Selwyn, N. (2009). Faceworking: exploring students’ educational-related use of Facebook learning. Media and Technology 34(2): 157–174.
  • Shih, Ru-Chu. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning.
  • Australasian Journal of Educational Technology, 27 (Special issue, 5), 829-845. Villamil, O. & De Guerrero, M. (1998). Assessing the impact of peer revision on L2 writing. Applied Linguistics. 19: 491-514.
  • Walz, J. (1982). Error correction techniques for the foreign language classroom.
  • Washington DC: Prentice Hall Inc. Wanchid, R. (2010). Designing effective online peer feedback activities in the EFL writing class. Applied Arts Academic Journal, 3(1), 25-33.
  • Wang, J., Lin, C., Yu, W. & Wu, E. (2012). Meaningful engagement in Facebook learning environments: Merging social and academic lives. Turkish Online Journal of Distance Education. 14(1), 302-322.
  • Wang, Q., Woo, H., Quek, C., Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43 (3), 428–438.
  • Warschauer, M. (2002). Networking into academic discourse. Journal of English for
  • Academic Purposes. 1(1): 45-58. William, J. (2011). Providing Feedback on ESL Students' Written Assignments.
  • Retrieved March 22, 2011. http://iteslj.org/Techniques/Williams-Feedback.html
There are 31 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Saovapa Wıchadee This is me

Publication Date December 1, 2013
Submission Date February 27, 2015
Published in Issue Year 2013 Volume: 14 Issue: 4

Cite

APA Wıchadee, S. (2013). Peer Feedback On Facebook: The Use Of Social Networking Websites To Develop 
Writing Ability Of Undergraduate Students. Turkish Online Journal of Distance Education, 14(4), 260-270.