An Investigation Into EFL Learners’ Electronic Feedback Practices During the Coronavirus Pandemic: Support and Challenges
Previous research has suggested that e-feedback mechanisms are widely misunderstood, difficult to perform efficiently, and often need to fulfill expectations to affect student performance substantially (Carless & Boud, 2018). To better understand EFL learners’ e-feedback practices, this study ai...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Kanda University of International Studies
2024-03-01
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| Series: | Studies in Self-Access Learning Journal |
| Subjects: | |
| Online Access: | https://sisaljournal.org/volume-15/mar24/abusaaleek/ |
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| Summary: | Previous research has suggested that e-feedback mechanisms are widely misunderstood, difficult to perform efficiently, and often need to fulfill expectations to affect student performance substantially (Carless & Boud, 2018). To better understand EFL learners’ e-feedback practices, this study aimed to provide a comprehensive picture of EFL learners’ e-feedback practices throughout the pandemic in the general preparatory year college at Majmaah University.
This paper employed a quantitative method. More specifically, this study reports student responses to the e-questionnaire, which investigated the impact of e-feedback on students’ academic performance and the challenges these EFL learners face typically caused by e-feedback practices. The findings suggest that the EFL students received considerable technical support from the university through Blackboard training sessions. Also, they had instructors’ support regarding immediate, timely, and detailed e-feedback on all tasks, quizzes, and tests via various electronic tools. The study revealed the most important factors affecting students’ performance, such as engaging in discussions, comprehending feedback, utilizing e-feedback, aligning e-feedback with learning goals, using the instructor’s expertise in delivering suitable feedback, and employing effective learning strategies. Furthermore, the data showed that the students have the following challenges: difficulties logging into the Blackboard platform regularly due to network issues, needing to be informed about the importance of e-feedback, and lack of motivation to use e-feedback. |
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| ISSN: | 2185-3762 |