The Effects and EFL College Students’ Perceptions on Online-based Teacher Feedback, Peer Feedback, and Self-feedback in Writing Classes: Focusing on Comparison of Level-differentiated Learners

Abstract

The study aimed to explore EFL college students’ perceptions of teacher feedback, peer feedback, and self-feedback activities based on varying proficiency levels. Pre-and post-surveys using Likert scales, including open-ended questions, indicated increased interest and frequency in English writing, along with a more positive view on the necessity of feedback. Both beginner and advanced groups from two different universities experienced improved writing skills after feedback activities, with advanced students showing notably more positive responses to peer and self-feedback. This preference was reflected in their feedback preferences, with advanced students favoring all feedback types equally. Overall, the positive experiences of feedback contributed to enhanced perceptions of English writing for both proficiency levels. For educators designing process-oriented writing activities in EFL classrooms, these findings suggest considering a balanced approach to feedback incorporation. By referring to these results, educators can devise successful writing courses tailored to meet the needs of students at different proficiency levels.