Enhancing ESL Learners’ Writing: Electronic Peer Feedback on Variety of Sentences
Universiti Kebangsaan Malaysia
ABSTRACT
Learners of English as Second Language lack the ability to write and use a variety of sentences in composing essays. This may be due to several factors: (a) lack of understanding of types of sentences, (b) low exposure to these types of sentences, and (c) lack of practice in using these sentences. The objective of the research is to enhance learners’ writing by using electronic peer feedback on a variety of sentences. Forty first-year undergraduates were asked to post their essays online in iFolio, a Learning Management System platform of e-learning in Universiti Kebangsaan Malaysia. Their peers were required to comment on the essays using the same mode. These essays were then revised accordingly. The revised essays were posted again in iFolio. The two sets of essays were analysed according to types of sentences using Excel program. The results show that overall, the number of simple sentences decreases, while the number of compound sentences, complex sentences, and compound-complex sentences increases. An interview was carried out individually with seven students to determine in what way peer feedback in electronic medium improved their writing. The results show that by posting their essays online and getting feedback from their peers, the students can read their peers’ comments over a period of time in a more conducive manner and understand it better. They can revise their essays instantly because it is convenient, fast, and easily accessible. Electronic peer feedback is one way of encouraging students to become better writers
KEYWORDS
essay writing, peer feedback, e-learning