English Pre-service Teachers’ Responses to Writing Online Instruction and Critical Teacher Feedback
DOI:
https://doi.org/10.32332/joelt.v11i2.7388Keywords:
Online learning, writing skills, critical teacher feedbackAbstract
The use of online learning facilitates pre-service teachers to attain effective learning activities with proper teaching materials. This study is aimed at investigating pre-service English teachers’ responses to online instruction and responses to critical teacher feedback. This study is categorized as a qualitative study. This kind of study is chosen because researchers need to attain data relating to responses, attitudes, or opinions. The data of this study cover the pre-service teachers’ opinions on their writing online instruction and on their critical teacher feedback during the teaching of writing fully online. The data are presented in the form of percentages and reasons for their responses to the two issues. The percentage data are used to strengthen the pre-service teachers’ opinions or responses to writing online instruction and critical teacher feedback. The research findings showed that the implementation of online writing instruction and giving critical feedback are proper to help pre-service English teachers reformulate their texts. The pre-service English teachers gave positive responses. It is proven that they are able to administer their time in writing activities during online learning. The kinds of feedback given include oral recast, oral metalinguistic correction, written direct correction, and written metalinguistic correction. Because of this, they gave positive responses. They feel more comfortable with those types of critical feedback provided by lecturers. It was proven that they are able to revise their texts to be better than the previous writing texts.
References
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Baker, W., & Hansen Bricker, R. (2010). The effects of direct and indirect speech acts on native English and ESL speakers’ perception of teacher written feedback. System, 38(1), 75–84. https://doi.org/10.1016/j.system.2009.12.007
Bakla, A. (2020). A mixed-methods study of feedback modes in EFL writing. Language Learning, 24(1), 107–128. https://doi.org/10125/44712
Benson, S., & DeKeyser, R. (2019). Effects of written corrective feedback and language aptitude on verb tense accuracy. Language Teaching Research, 23(6), 702–726. https://doi.org/10.1177/1362168818770921
Biber, D., Nekrasova, T., & Horn, B. (2011). The effectiveness of feedback for L1-English and L2-writing development: A meta-analysis. ETS Research Report Series, 2011(1), i–99. https://doi.org/10.1002/j.2333-8504.2011.tb02241.x
Bjørndal, C. R. P. (2020). Student teachers’ responses to critical mentor feedback: A study of face-saving strategies in teaching placements. Teaching and Teacher Education, 91, 103047. https://doi.org/10.1016/j.tate.2020.103047
Blake, R. J. (2011). Current trends in online language learning. Annual Review of Applied Linguistics, 31, 19–35. https://doi.org/10.1017/S026719051100002X
Bonilla López, M., Van Steendam, E., Speelman, D., & Buyse, K. (2018). The Differential Effects of Comprehensive Feedback Forms in the Second Language Writing Class. Language Learning, 68(3), 813–850. https://doi.org/10.1111/lang.12295
Chapelle, C. A. (Ed.). (2012). Mobile-Assisted Language Learning. https://onlinelibrary.wiley.com/doi/10.1002/9781405198431.wbeal0768.pub2
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th Edition). New York: Routledge.
Crasborn, F., Hennissen, P., Brouwer, N., Korthagen, F., & Bergen, T. (2011). Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues. Teaching and Teacher Education, 27(2), 320–331. https://doi.org/10.1016/j.tate.2010.08.014
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth Edition). In Journal of Chemical Information and Modeling (Vol. 53, Issue 9). Los Angeles: Sage Publication. https://lccn.loc.gov/2017044644
Crutcher, P. A., & Naseem, S. (2016). Cheerleading and cynicism of effective mentoring in current empirical research. Educational Review, 68(1), 40–55. https://doi.org/10.1080/00131911.2015.1058749
Curwood, J. S., Lammers, J. C., & Magnifico, A. M. (2017). From Research to Practice: Writing, Technology, and English Teacher Education. In H. L. Hallman (Ed.), Advances in Research on Teaching (Vol. 27, pp. 121–141). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-368720170000027007
Du, H., & List, A. (2020). Researching and writing based on multiple texts. Learning and Instruction, 66(July 2018), 101297. https://doi.org/10.1016/j.learninstruc.2019.101297
Ellis, R. (2010). Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335–349. https://doi.org/10.1017/S0272263109990544
Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353–371. https://doi.org/10.1016/j.system.2008.02.001
Gacs, A., & Spasova, S. (2020). Planned online language education versus crisis ‐ prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 1–13. https://doi.org/10.1111/flan.12460
Gao, J., & Ma, S. (2019). The effect of two forms of computer-automated metalinguistic corrective feedback. Language Learning & Technology, 23(2), 65–83. https://doi.org/10125/44683
Ha, X. V., Nguyen, L. T., & Hung, B. P. (2021). Oral corrective feedback in English as a foreign language classrooms: A teaching and learning perspective. Heliyon, 7(7), e07550. https://doi.org/10.1016/j.heliyon.2021.e07550
Haerazi, H., & Irawan, L. A. (2019). Practicing Genre-Based Language Teaching Model to Improve Students’ Achievement of Writing Skills. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1), 9. https://doi.org/10.21093/ijeltal.v4i1.246
Haerazi, H., Irawan, L. A., Suadiyatno, T., & Hidyatullah, H. (2020). Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity. International Journal of Evaluation and Research in Education (IJERE), 9(1), 234. https://doi.org/10.11591/ijere.v9i1.20395
Haerazi, H., & Kazemian, M. (2021). Self-Regulated Writing Strategy as a Moderator of Metacognitive Control in Improving Prospective Teachers’ Writing Skills. 1(1), 1–14. https://doi.org/10.36312/ejolls.v1i1.498
Haerazi, H., Utama, I. M. P., & Hidayatullah, H. (2020). Mobile Applications to Improve English Writing Skills Viewed from Critical Thinking Ability for Pre-Service Teachers. International Journal of Interactive Mobile Technologies (IJIM), 14(07), 58. https://doi.org/10.3991/ijim.v14i07.11900
Haerazi, Irwansyah, D., Juanda, & Azis, Y. A. (2018). Incorporating intercultural competences in developing English materials for writing classes. Journal of Language Teaching and Research, 9(3), 540–547. http://dx.doi.org/10.17507/jltr.0903.13
Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44–59. https://doi.org/10.1016/j.jslw.2018.03.001
Karim, K., & Nassaji, H. (2020). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing. Language Teaching Research, 24(4), 519–539. https://doi.org/10.1177/1362168818802469
Kim, Y. J., Choi, B., Kang, S., Kim, B., & Yun, H. (2020). Comparing the effects of direct and indirect synchronous written corrective feedback: Learning outcomes and students’ perceptions. Foreign Language Annals, 53(1), 176–199. https://doi.org/10.1111/flan.12443
Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524–536. https://doi.org/10.1017/S0261444819000247
Li, M., & Zhu, W. (2017). Explaining dynamic interactions in wiki-based collaborative writing. Language Learning, 21(2), 25.
Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. In Studies in Second Language Acquisition (Vol. 32, Issue 2). Kean University. https://doi.org/10.1017/S0272263109990520
Mackey, A., Gass, S., & McDonough, K. (2000). How Do Learners Perceive Interactional Feedback? Studies in Second Language Acquisition, 22(4), 471–497. https://doi.org/10.1017/s0272263100004010
Méndez-Carbajo, D., & Wolla, S. A. (2019). Segmenting Educational Content: Long-Form vs. Short-Form Online Learning Modules. American Journal of Distance Education, 33(2), 108–119. https://doi.org/10.1080/08923647.2019.1583514
Miles, M. B., Huberman, A. M., & Saldana, J. (2016). Quantitative Data Analysis: A Methods Sourcebook (Third). Los Angeles: Sage Publication.
Moneypenny, D. B., & Aldrich, R. S. (2016). Online and face-to-face language learning: A comparative analysis of oral proficiency in introductory Spanish. Journal of Educators Online, 13(2), 105–134. https://doi.org/10.9743/jeo.2016.2.2
Mospan, N. (2018). Mobile teaching and learning English—A multinational perspective. Teaching English with Technology, 18(4), 105–125.
Özgür, H. (2020). Improving Teachers’ Qualifications for Preparing ICT Based Educational Materials. Malaysian Online Journal of Educational Technology, 9(1), 48–69. https://doi.org/10.17220/mojet.2021.9.1.245
Rostamian, M., Fazilatfar, A. M., & Jabbari, A. A. (2018). The effect of planning time on cognitive processes, monitoring behavior, and quality of L2 writing. Language Teaching Research, 22(4), 418–438. https://doi.org/10.1177/1362168817699239
Saeed, M. A., & Ghazali, K. (2016). Modeling Peer Revision among EFL Learners in an Online Learning Community. Electronic Journal of Foreign Language Teaching, 13(2), 275–292.
Sheen, Y. (2010). Differential effects of oral and written corrective feedback in the ESL classroom. In Studies in Second Language Acquisition (Vol. 32, Issue 2). https://doi.org/10.1017/S0272263109990507
Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3), 286–306. https://doi.org/10.1016/j.jslw.2013.03.011
Sippel, L. (2019). The impact of peer corrective feedback on vocabulary development. Foreign Language Annals, 52(3), 595–611. https://doi.org/10.1111/flan.12416
Son, J.-B. (2018). Technology in English as a Foreign Language (EFL) Teaching. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching (pp. 1–7). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0448
Storch, N. (2010). Critical Feedback on Written Corrective Feedback Research. International Journal of English Studies, 10(2), 29. https://doi.org/10.6018/ijes/2010/2/119181
Sukesi, E., Emzir, & Akhadiyah, S. (2019). Reading habits, grammatical knowledge, creative thinking, and attainment in academic writing: Evidence from bengkulu university, Indonesia. Journal of Social Studies Education Research, 10(3), 176–192.
Sukmawati, S., & Nensia, N. (2019). The Role of Google Classroom in ELT. International Journal for Educational and Vocational Studies, 1(2), 142–145. https://doi.org/10.29103/ijevs.v1i2.1526
Tan, F. D. H., Whipp, P. R., Gagné, M., & Van Quaquebeke, N. (2020). Expert teacher perceptions of two-way feedback interaction. Teaching and Teacher Education, 87. https://doi.org/10.1016/j.tate.2019.102930
Tarone, E. (2015). The issue: Online Foreign Language Education: What Are the Proficiency Outcomes? Modern Language Journal, 99(2), 392–393. https://doi.org/10.1111/modl.12220
Xianwei, G., Samuel, M., & Asmawi, A. (2016). A Model Of Critical Peer Feedback To Facilitate Business English Writing Using Qzone Weblogs Among Chinese Undergraduates. 4, 17.
Xu, Q., Dong, X., & Jiang, L. (2017). EFL Learners’ Perceptions of Mobile-Assisted Feedback on Oral Production. TESOL Quarterly, 51(2), 408–417. https://doi.org/10.1002/tesq.335
Zhang, H., Southam, A., Fanguy, M., & Costley, J. (2021). Understanding how embedded peer comments affect student quiz scores, academic writing and lecture note-taking accuracy. Interactive Technology and Smart Education, ahead-of-print(ahead-of-print). https://doi.org/10.1108/ITSE-01-2021-0011
Baker, W., & Hansen Bricker, R. (2010). The effects of direct and indirect speech acts on native English and ESL speakers’ perception of teacher written feedback. System, 38(1), 75–84. https://doi.org/10.1016/j.system.2009.12.007
Bakla, A. (2020). A mixed-methods study of feedback modes in EFL writing. Language Learning, 24(1), 107–128. https://doi.org/10125/44712
Benson, S., & DeKeyser, R. (2019). Effects of written corrective feedback and language aptitude on verb tense accuracy. Language Teaching Research, 23(6), 702–726. https://doi.org/10.1177/1362168818770921
Biber, D., Nekrasova, T., & Horn, B. (2011). The effectiveness of feedback for L1-English and L2-writing development: A meta-analysis. ETS Research Report Series, 2011(1), i–99. https://doi.org/10.1002/j.2333-8504.2011.tb02241.x
Bjørndal, C. R. P. (2020). Student teachers’ responses to critical mentor feedback: A study of face-saving strategies in teaching placements. Teaching and Teacher Education, 91, 103047. https://doi.org/10.1016/j.tate.2020.103047
Blake, R. J. (2011). Current trends in online language learning. Annual Review of Applied Linguistics, 31, 19–35. https://doi.org/10.1017/S026719051100002X
Bonilla López, M., Van Steendam, E., Speelman, D., & Buyse, K. (2018). The Differential Effects of Comprehensive Feedback Forms in the Second Language Writing Class. Language Learning, 68(3), 813–850. https://doi.org/10.1111/lang.12295
Chapelle, C. A. (Ed.). (2012). Mobile-Assisted Language Learning. https://onlinelibrary.wiley.com/doi/10.1002/9781405198431.wbeal0768.pub2
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th Edition). New York: Routledge.
Crasborn, F., Hennissen, P., Brouwer, N., Korthagen, F., & Bergen, T. (2011). Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues. Teaching and Teacher Education, 27(2), 320–331. https://doi.org/10.1016/j.tate.2010.08.014
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth Edition). In Journal of Chemical Information and Modeling (Vol. 53, Issue 9). Los Angeles: Sage Publication. https://lccn.loc.gov/2017044644
Crutcher, P. A., & Naseem, S. (2016). Cheerleading and cynicism of effective mentoring in current empirical research. Educational Review, 68(1), 40–55. https://doi.org/10.1080/00131911.2015.1058749
Curwood, J. S., Lammers, J. C., & Magnifico, A. M. (2017). From Research to Practice: Writing, Technology, and English Teacher Education. In H. L. Hallman (Ed.), Advances in Research on Teaching (Vol. 27, pp. 121–141). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-368720170000027007
Du, H., & List, A. (2020). Researching and writing based on multiple texts. Learning and Instruction, 66(July 2018), 101297. https://doi.org/10.1016/j.learninstruc.2019.101297
Ellis, R. (2010). Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335–349. https://doi.org/10.1017/S0272263109990544
Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353–371. https://doi.org/10.1016/j.system.2008.02.001
Gacs, A., & Spasova, S. (2020). Planned online language education versus crisis ‐ prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 1–13. https://doi.org/10.1111/flan.12460
Gao, J., & Ma, S. (2019). The effect of two forms of computer-automated metalinguistic corrective feedback. Language Learning & Technology, 23(2), 65–83. https://doi.org/10125/44683
Ha, X. V., Nguyen, L. T., & Hung, B. P. (2021). Oral corrective feedback in English as a foreign language classrooms: A teaching and learning perspective. Heliyon, 7(7), e07550. https://doi.org/10.1016/j.heliyon.2021.e07550
Haerazi, H., & Irawan, L. A. (2019). Practicing Genre-Based Language Teaching Model to Improve Students’ Achievement of Writing Skills. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1), 9. https://doi.org/10.21093/ijeltal.v4i1.246
Haerazi, H., Irawan, L. A., Suadiyatno, T., & Hidyatullah, H. (2020). Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity. International Journal of Evaluation and Research in Education (IJERE), 9(1), 234. https://doi.org/10.11591/ijere.v9i1.20395
Haerazi, H., & Kazemian, M. (2021). Self-Regulated Writing Strategy as a Moderator of Metacognitive Control in Improving Prospective Teachers’ Writing Skills. 1(1), 1–14. https://doi.org/10.36312/ejolls.v1i1.498
Haerazi, H., Utama, I. M. P., & Hidayatullah, H. (2020). Mobile Applications to Improve English Writing Skills Viewed from Critical Thinking Ability for Pre-Service Teachers. International Journal of Interactive Mobile Technologies (IJIM), 14(07), 58. https://doi.org/10.3991/ijim.v14i07.11900
Haerazi, Irwansyah, D., Juanda, & Azis, Y. A. (2018). Incorporating intercultural competences in developing English materials for writing classes. Journal of Language Teaching and Research, 9(3), 540–547. http://dx.doi.org/10.17507/jltr.0903.13
Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44–59. https://doi.org/10.1016/j.jslw.2018.03.001
Karim, K., & Nassaji, H. (2020). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing. Language Teaching Research, 24(4), 519–539. https://doi.org/10.1177/1362168818802469
Kim, Y. J., Choi, B., Kang, S., Kim, B., & Yun, H. (2020). Comparing the effects of direct and indirect synchronous written corrective feedback: Learning outcomes and students’ perceptions. Foreign Language Annals, 53(1), 176–199. https://doi.org/10.1111/flan.12443
Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524–536. https://doi.org/10.1017/S0261444819000247
Li, M., & Zhu, W. (2017). Explaining dynamic interactions in wiki-based collaborative writing. Language Learning, 21(2), 25.
Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. In Studies in Second Language Acquisition (Vol. 32, Issue 2). Kean University. https://doi.org/10.1017/S0272263109990520
Mackey, A., Gass, S., & McDonough, K. (2000). How Do Learners Perceive Interactional Feedback? Studies in Second Language Acquisition, 22(4), 471–497. https://doi.org/10.1017/s0272263100004010
Méndez-Carbajo, D., & Wolla, S. A. (2019). Segmenting Educational Content: Long-Form vs. Short-Form Online Learning Modules. American Journal of Distance Education, 33(2), 108–119. https://doi.org/10.1080/08923647.2019.1583514
Miles, M. B., Huberman, A. M., & Saldana, J. (2016). Quantitative Data Analysis: A Methods Sourcebook (Third). Los Angeles: Sage Publication.
Moneypenny, D. B., & Aldrich, R. S. (2016). Online and face-to-face language learning: A comparative analysis of oral proficiency in introductory Spanish. Journal of Educators Online, 13(2), 105–134. https://doi.org/10.9743/jeo.2016.2.2
Mospan, N. (2018). Mobile teaching and learning English—A multinational perspective. Teaching English with Technology, 18(4), 105–125.
Özgür, H. (2020). Improving Teachers’ Qualifications for Preparing ICT Based Educational Materials. Malaysian Online Journal of Educational Technology, 9(1), 48–69. https://doi.org/10.17220/mojet.2021.9.1.245
Rostamian, M., Fazilatfar, A. M., & Jabbari, A. A. (2018). The effect of planning time on cognitive processes, monitoring behavior, and quality of L2 writing. Language Teaching Research, 22(4), 418–438. https://doi.org/10.1177/1362168817699239
Saeed, M. A., & Ghazali, K. (2016). Modeling Peer Revision among EFL Learners in an Online Learning Community. Electronic Journal of Foreign Language Teaching, 13(2), 275–292.
Sheen, Y. (2010). Differential effects of oral and written corrective feedback in the ESL classroom. In Studies in Second Language Acquisition (Vol. 32, Issue 2). https://doi.org/10.1017/S0272263109990507
Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3), 286–306. https://doi.org/10.1016/j.jslw.2013.03.011
Sippel, L. (2019). The impact of peer corrective feedback on vocabulary development. Foreign Language Annals, 52(3), 595–611. https://doi.org/10.1111/flan.12416
Son, J.-B. (2018). Technology in English as a Foreign Language (EFL) Teaching. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching (pp. 1–7). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0448
Storch, N. (2010). Critical Feedback on Written Corrective Feedback Research. International Journal of English Studies, 10(2), 29. https://doi.org/10.6018/ijes/2010/2/119181
Sukesi, E., Emzir, & Akhadiyah, S. (2019). Reading habits, grammatical knowledge, creative thinking, and attainment in academic writing: Evidence from bengkulu university, Indonesia. Journal of Social Studies Education Research, 10(3), 176–192.
Sukmawati, S., & Nensia, N. (2019). The Role of Google Classroom in ELT. International Journal for Educational and Vocational Studies, 1(2), 142–145. https://doi.org/10.29103/ijevs.v1i2.1526
Tan, F. D. H., Whipp, P. R., Gagné, M., & Van Quaquebeke, N. (2020). Expert teacher perceptions of two-way feedback interaction. Teaching and Teacher Education, 87. https://doi.org/10.1016/j.tate.2019.102930
Tarone, E. (2015). The issue: Online Foreign Language Education: What Are the Proficiency Outcomes? Modern Language Journal, 99(2), 392–393. https://doi.org/10.1111/modl.12220
Xianwei, G., Samuel, M., & Asmawi, A. (2016). A Model Of Critical Peer Feedback To Facilitate Business English Writing Using Qzone Weblogs Among Chinese Undergraduates. 4, 17.
Xu, Q., Dong, X., & Jiang, L. (2017). EFL Learners’ Perceptions of Mobile-Assisted Feedback on Oral Production. TESOL Quarterly, 51(2), 408–417. https://doi.org/10.1002/tesq.335
Zhang, H., Southam, A., Fanguy, M., & Costley, J. (2021). Understanding how embedded peer comments affect student quiz scores, academic writing and lecture note-taking accuracy. Interactive Technology and Smart Education, ahead-of-print(ahead-of-print). https://doi.org/10.1108/ITSE-01-2021-0011
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2023-12-13
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