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Alvin Santos - Trialing of ICT-mediated feedback types in an EFL process writing class: Students’ perspective

JALTCALL2021 Conference: Remote Teaching & Beyond

The present study features a trialing of three feedback types in the essay composition component of a weekly EFL writing course in a private high school in western Tokyo, in the fall and winter of SY 2020-2021. The feedback types were administered on three ICT-mediated applications using a WiFi-enabled Chromebook for cycle 1; and the participants' computing device of choice (Bring Your Own Device) for cycle 2. The feedback types were sequenced as follows: (1) automated feedback through English Listening and Speaking Testing (ELST); (2) teacher feedback through Classi LMS's Questionnaire application; and (3) peer feedback through Google Docs and Google Sheets applications. A process approach to essay composition was implemented. The Action Research (AR) design was adapted in the study. Answers to four research questions were sought: (1) How effective is AI-generated feedback provided on the AWE application of ELST in revising students’ rough drafts?; (2) How effective is teacher feedback provided on Classi LMS's Questionnaire application in improving students’ revised drafts?; (3) How effective is peer feedback provided on Google Docs and Google Sheets in editing students’ final drafts?; and (4) How much did students’ perspective on automated, teacher, and peer feedback change after undergoing the study? Utilizing a qualitative research format, data was gathered using: (a) pre- and post-study student surveys; (b) teacher field observation notes; (c) student learning reflection logs; and (d) essay drafts overall mean scores of respondents. Results found that automated, teacher, and peer feedback types were all moderately effective in improving student-writers’ drafts.


JALTCALL, the JALT (Japan Association for Language Teaching) SIG (special interest group) for Computer-Assisted Language Learning is a nonprofit organization focused on technology in language learning. The SIG was formed in the early 1990s by a small group of educators who saw the great potential for using computers in language education. Since then, a myriad of technologies has evolved, and the computer is no longer the only, or even the main, focus of the SIG. Our goal is to encourage and disseminate research into both the practical applications and the theoretical issues that are connected with new (and older) educational technologies. We hope you will read the JALTCALL Journal that comes out 3 times a year (see the archives on our website) and join us at our annual conference (held in June) or our Teaching’n’Technology workshops (held the day before the annual JALT International Conference in November).
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