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All Journal ELT Worldwide: Journal of English Language Teaching Journal of Foreign Language Teaching and Learning IJIET (International Journal of Indonesian Education and Teaching) ETERNAL(english, teaching, learning, and Research Journal) LLT Journal: A Journal on Language and Language Teaching Jurnal Bahasa Lingua Scientia Journal of English Language and Pedagogy SALEE: Study of Applied Linguistics and English Education Journal of Research on Language Education Journal of English Language and Pedagogy (JELPA)
Kristian Florensio Wijaya
Cita Hati International School
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Journal of Foreign Language Teaching and Learning

 1 
English Education Master Students' Perceptions on Peer Feedback in Academic Writing Kristian Florensio Wijaya
Journal of Foreign Language Teaching and Learning Vol 7, No 1 (2022): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v7i1.12751

Abstract

This present qualitative study aimed to explore English Education Master Students’ perceptions on peer feedback in academic writing. One major reason for conducting this study was to enlight ELT parties on maximizing peer feedback activities in academic writing classes. Mixed method was utilized to attain clearer portrayals out of the specific phenomenon based on the statistics and apparent explanations shared by the research participants. 10 online Likert-scale questionnaire items along with 5 open-ended written narrative inquiry questions were administered to 15 English Education Master Students, Sanata Dharma University, batch 2019. The research results strongly suggested EFL educators continually cultivate peer feedback practices in academic writing activities to better promote more enjoyable, meaningful, and holistic learning environments in which learners’ target language and future life competencies thrive more fruitfully. To a lesser extent, these specific research results can potentially give more enlightenment for globalized ELT parties concerning to the appropriate utilization of academic writing peer feedback activities in accord with graduate university EFL learners’ perspectives.
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