Sari, Ratih Novita (2024) The effect of teacher online feedback using screencast on efl university students' writing performance: do socioeconomic status and gender really matter? / Ratih Novita Sari</p>. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
This study examined the use of teacher online feedback by EFL university students based on their socioeconomic status (SES) and gender. It also investigated the differences in teacher online feedback the interaction between socioeconomic status and gender on teacher online feedback use. This study involved 168 third-year university students majoring in English Language Teaching from four private universities in Indonesia. Before joining the treatment the students were grouped across their SES and gender. Additionally their SES categories were measured using Nielsen s classification of the Indonesian socioeconomic segments. As a result there were six primary categories encompassing high SES males moderate SES males low SES males high SES females moderate SES females and low SES females. This classification ensures comprehensive representation for the study s analysis. After grouping the students the author invited the students to have a writing pre-test where they were tasked with composing an essay within a specified timeframe. During the treatment students were assigned the task of creating three essays with topics aligned with the course syllabus of their respective universities. Each essay follows the three-phase writing process pre-writing drafting and editing each of which underwent teacher online feedback via screencast. So in total the students received nine teacher online feedbacks. After being exposed to teacher online feedback for one semester they were also asked to join a survey to gather students perceptions of the teacher online feedback before they composed an essay as writing post test. The study revealed four key findings. Firstly teacher online feedback significantly enhanced students writing performance affirming its effectiveness in improving learning outcomes. Secondly disparities in writing performance based on socioeconomic status (SES) and gender were observed emphasizing the importance of tailoring feedback strategies to specific student demographics. Thirdly an interaction effect between SES and gender underscored the complex dynamics influencing writing outcomes. Despite these variations teacher online feedback remained beneficial for all students. Lastly student perceptions of teacher online feedback were overwhelmingly positive indicating its widespread acceptance across diverse student groups. The study emphasizes integrating technological tool like Screencast for teacher online feedback to enhance student writing. Continuous professional development is crucial. Future research should explore more variables and contexts. Educational institutions should prioritize technology integration and address disparities. Overall the study underscores the transformative potential of teacher online feedback and calls for further research and innovation in educational practices.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 14 May 2024 04:29 |
| Last Modified: | 05 May 2025 06:56 |
| URI: | http://repository.um.ac.id/id/eprint/349343 |
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