Writing Feedback In Tertiary EFL Online Classroom: Indonesian Students And Instructor Perceptions

Aulia Majid, Endang Setyaningsih, Dewi Cahyaningrum


Considering the widely acknowledged centrality of feedback in EFL writing classes, this study seeks to find out how feedback is provided. While the topic is perhaps outdated, it is interesting to see how feedback is implemented in the online class setting which currently characterizes during and post-pandemic teaching and learning. In particular, this study aims at identifying the types and the function of feedbacks as well as revealing how the students perceive them. This research used case study method and involved 24 university students and 1 EFL writing instructor. Data were collected through classroom observation, interviews, and questionnaires. The obtained data were analyzed using Miles and Huberman’s interactive analysis model. The study listed three types of writing feedbacks; oral, written, and peer feedback. For the students, the feedbacks help them understand their errors and motivates them to write better. For the writing instructor, providing feedback helps him map the students’ writing proficiency and aid reflection on the effectiveness of the chosen teaching method. While most of the students perceived the feedback as beneficial for their writing, some of them admitted that feedback made them feel inferior. These findings resound the earlier findings of studies conducted in the offline context. It means the change in the modes of teaching does not affect how instructors and students perceive feedback. The findings suggest that affective factors have to be considered in addition to the cognitive aspects in giving feedback.


Feedback; Perception; Writing

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