Examining the Efficacy of Digital Peer Feedback Systems in Enhancing EFL Students' Writing Skills: An Investigation of Feedback Quality and Impact in Online Environments
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Abstract
This research study investigates the effectiveness of digital peer feedback systems in improving the writing skills of English as a Foreign Language (EFL) students. It places a primary emphasis on evaluating the quality of feedback and its impact when delivered through online platforms. In an educational landscape increasingly shaped by technology, this study seeks to illuminate the potential benefits of utilizing digital peer feedback to enhance writing proficiency among EFL learners.
The research employs a mixed-methods approach, combining quantitative data analysis and qualitative assessment to comprehensively explore the influence of online peer feedback on EFL students' writing skills. The results of the study show significant promise. The quantitative analysis of pre-assessment data revealed a substantial improvement in the participants' writing scores, with an average increase of 15% following the implementation of the digital peer feedback system. Moreover, a robust and positive relationship was identified through correlation analysis, with a correlation coefficient (r) of 0.78, indicating a strong link between the frequency of peer feedback and observed enhancements in writing skills.
One equally notable outcome of the study was the boost in participants' self-confidence. The average self-confidence score increased from 3, signifying a neutral outlook, to an impressive 4.5, indicating a confident outlook. Qualitatively, the students expressed consistently positive views regarding the digital peer feedback system. They appreciated the specific, constructive, and relevant feedback provided by their peers, highlighting the system's effectiveness in improving their writing skills.
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