Teachers’ Feedback in Writing Class through Online Platforms in Higher Education

Abstract

The purpose of this study is to explore the types and implementation of online feedback that the teacher use during online writing class. It also investigates the students’ responses to the teacher’s feedback. This research was conducted using a qualitative descriptive method. The participants of this study were 4^th-semester students in writing class. The results of the study show that the teacher uses three online platforms in teaching writing, namely: What’s App Group, Zoom, and the university e-learning program Moodle. It is found that the teacher applied verbal and written feedback during the teaching-learning process. The feedback was given that are given directly and indirectly in synchronous and asynchronous class activities via Zoom meeting and assignments features via Moodle. However, what’s app group was only used for daily class communication. the study found that the WhatsApp application is not suitable for giving feedback in writing class, because writing feedback needs longer sentences and it is not practical for the teacher to give feedback via What’s app. Additionally, Students show positive perceptions toward the types and techniques of the feedback given by the teacher. Students generally agree that teachers' feedback motivates and give a positive impact on writing learning activities and improves their writing ability.