The Combination of Peer and Self-directed Feedback on Writing Achievement of Low Proficiency EFL Students

DOI

10.2991/seadric-17.2017.17How to use a DOI?

Keywords

peer and self-directed feeedback; writing achievement; low proficiency

Abstract

Teacher feedback is a common way of giving feedback to students. However, there are gaps found particularly whether English proficiency level influences feedback effectiveness and whether feedback gives benefits students on all writing aspects. Therefore, this study examined three-fold foci whether low proficiency EFL students who were taught using the combination of peer and self-directed feedback (PSF) had better writing achievement than students who were taught using teacher feedback, whether these students benefited on content and organization aspects, and whether they benefited on vocabulary, grammar, and mechanics aspects. Employing a quasi-experimental research, this study involved two groups of 29 students given a writing test. The students were the sixth semester students who took Writing IV course at STKIP PGRI Banjarmasin. The data were analyzed using One-way ANOVA and Mann-Whitney test. The results showed that low proficiency EFL students who were taught using the combination of PSF had better writing achievement than low proficiency EFL students who were taught using teacher feedback (p-value .018). However, these students did not benefit on content and organization aspects (p-value 0.243). They benefited more on vocabulary, grammar, and mechanics aspects (p-value 0.009). Therefore, teachers are suggested to provide their own feedback on content and organization and that the combination of PSF is used to assist them in teaching the low proficiency EFL students to reduce the burden. Further investigation involving moderate and high proficiency levels is suggested.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Rizky Amelia
AU  - Asmi Rusmanayanti
PY  - 2017/05
DA  - 2017/05
TI  - The Combination of Peer and Self-directed Feedback on Writing Achievement of Low Proficiency EFL Students
BT  - Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)
PB  - Atlantis Press
SP  - 78
EP  - 82
SN  - 2352-5398
UR  - https://doi.org/10.2991/seadric-17.2017.17
DO  - 10.2991/seadric-17.2017.17
ID  - Amelia2017/05
ER  -