Page 98 - BUKU SYNOPSIS

This study also shares similarities with the research conducted by Cahyono and

Amira, as they did not comprehensively combine self-assessment, peer

assessment, and lecturer's feedback in one occasion to similar participants.

However, Mohamadi’s study implemented an online approach to facilitate the

teaching and learning process and feedback from students and the lecturer,

Mohamadi's study yielded findings that indicate that the implementation of

online formative and summative evaluation for student electronic writing

contributed to enhancing their writing skills, as seen by the observed

improvement from pretest to posttest. In contrast, the present dissertation

research employed a traditional offline approach to the teaching and learning

process, except online platforms being utilized solely to deliver feedback and

facilitate revisions.

Another study by Sarré et al. (2019) examined the optimal conditions for

effective corrective feedback (CF) in experimental blended learning EFL

courses, in which research participants were divided into seven groups with six

treatment groups of six different online CF. The treatment of each of the six

groups is unfocused indirect CF with metalinguistic comments on the nature of

errors + extra computer-mediated micro-tasks, focused direct CF – error

corrections, unfocused indirect CF with metalinguistic remarks on the nature

of errors, focused indirect CF with metalinguistic comment on nature of errors

+ extra computer mediated micro-tasks, unfocused direct CF (error correction),

and focused indirect CF with metalinguistic comments on the nature of errors.

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