Students’ affective engagements in peer feedback across offline and online English learning environments in Thai higher education

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Tipaya Peungcharoenkun, Budi Waluyo
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Abstract

This study investigated the effectiveness and dynamics of peer feedback in online and offline learning environments, focusing on English as a Foreign Language (EFL) students’ affective engagement and its impact on learning outcomes. Utilizing an explanatory sequential mixed methods design, the research divided participants into groups that studied through Zoom and traditional classrooms over 12 weeks, analyzing their engagement with peer feedback. Data were gathered from Likert-scale and open-ended questionnaires, along with performance scores on key tasks, and analyzed using descriptive statistics, t-tests, linear regressions, and thematic analysis. The findings indicated that students valued peer feedback in both settings, with online learners showing higher engagement levels. However, this engagement did not translate into improved writing skills, highlighting the need for further research into other factors that could enhance EFL writing proficiency.

Abstract Image

泰国高校学生在线下和线上英语学习环境中对同伴反馈的情感参与
本研究调查了在线和离线学习环境中同伴反馈的有效性和动态性,重点关注英语作为外语(EFL)学生的情感参与及其对学习成果的影响。本研究采用解释性顺序混合方法设计,将参与者分为通过 Zoom 和传统课堂学习的小组,历时 12 周,分析他们对同伴反馈的参与情况。数据来自李克特量表和开放式问卷,以及关键任务的成绩评分,并使用描述性统计、t 检验、线性回归和主题分析进行了分析。研究结果表明,学生在两种环境下都重视同伴反馈,在线学习者的参与度更高。然而,这种参与度并没有转化为写作技能的提高,这突出表明有必要进一步研究可提高 EFL 写作水平的其他因素。
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来源期刊
Asian-Pacific Journal of Second and Foreign Language Education
Asian-Pacific Journal of Second and Foreign Language Education Arts and Humanities-Language and Linguistics
CiteScore
2.90
自引率
5.60%
发文量
40
审稿时长
5 weeks
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