Feedback in a Mediated WhatsApp Online Learning: A Case of Indonesian EFL Postgraduate Students

2021 International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS Pub Date : 2021-10-28 DOI:10.1109/ICIMCIS53775.2021.9699143

Ahmad Sugianto, Ilham Agung Prasetyo, D. Andriyani, Eva Nurdiana

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引用次数: 1

Abstract

Feedback is one of the key elements for students' online learning for it can be used to foster their knowledge and attainment. Nevertheless, the scrutiny of feedback with respect to WhatsApp amid the COVID-19 pandemic, to the best of the writers' knowledge, was still under-researched. Thereby, this study aimed to uncover the instructor feedback in a WhatsApp group. The embedded design of mixed-method was employed. Twenty-three EFL postgraduate students, taking an online course using a WhatsApp group in one university in Bandung city, were involved. Moreover, the data were garnered using a questionnaire and semi-structured interview corroborated by online chat archives in the WhatsApp group. Findings revealed that the use of WhatsApp resulted in some challenges and opportunities. Moreover, based on the content analysis, the most frequent level of instructor feedback encountered was self-level (64%) consecutively followed with process level (20%), task level (15%), and self-regulation level (1%). Additionally, descriptive statistics revealed that with a mean of 82.5 and a standard deviation of 6.5, the instructor feedback quality was categorized as a good one. Meanwhile, some themes concerning the instructor feedback characteristics found encompassed immediacy, relevancy, constructiveness, and objectivity. Some pedagogical implications and suggestions to optimize the use of WhatsApp as a learning tool were also discussed.

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中介WhatsApp在线学习中的反馈:以印尼英语研究生为例

反馈是学生在线学习的关键因素之一，因为它可以用来培养他们的知识和成就。然而，据笔者所知，在COVID-19大流行期间，对WhatsApp反馈的审查仍未得到充分研究。因此，本研究旨在揭示WhatsApp群中教师的反馈。采用混合方法的嵌入式设计。万隆市一所大学的23名英语研究生通过WhatsApp群参加了一门在线课程。此外，这些数据是通过问卷调查和半结构化访谈获得的，并得到WhatsApp群组在线聊天档案的证实。调查结果显示，使用WhatsApp带来了一些挑战和机遇。此外，根据内容分析，教师反馈最常见的是自我水平(64%)，其次是过程水平(20%)、任务水平(15%)和自我调节水平(1%)。此外，描述性统计显示，教师反馈质量的平均值为82.5，标准差为6.5，被归类为良好。同时，发现教师反馈特征的一些主题包括即时性、相关性、建设性和客观性。本文还讨论了一些教学意义和建议，以优化WhatsApp作为学习工具的使用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2021 International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS

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