Abstract

Students' responses to teacher's feedback can affect their emotions and attitude toward tasks they are working with. Amidst the growing use of digital tools in facilitating English writing classes, this current article explores students' emotions and their attitude toward teacher's feedback given to their writing tasks on Google Docs. This descriptive qualitative study gathered data through a questionnaire from twenty-three university students majoring in English Education Department and semi-structured interviews with three students. The questionnaire consisted of closed and open-ended questions to elicit information about the students' responses to teacher's feedback. Meanwhile, the semi-structured interviews were conducted for further investigation as well as to provide data source triangulation. The data were analyzed thematically by identifying the themes from the groups of data which correspond to the research questions. The findings revealed that the students experienced two kinds of emotions, either positive emotion (curious and happy) or negative emotion (sad and confused). Their emotions were influenced by the students' expectation, lower proficiency levels, and their learning commitment while their positive emotions were from their self-efficacy in the learning process, higher proficiency level, and higher learning motivation. These emotions contributed to their attitude in the writing class. The students with positive emotions tend to commit to the task dan do revision, but negative emotions didn't encourage them to reflect on the feedback and do revision. Moreover, Google Docs was typically used for asynchronous tasks that they couldn't directly confirm or clarify their understanding. Several implications and suggestions are also discussed.

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References

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  Artino, A. R. (2012). Emotions in online learning environments: Introduction to the special issue. The Internet and Higher Education, 15(3), 137–140. https://doi.org/10.1016/j.iheduc.2012.04.001

  Awada, G. M., & Diab, N. M. (2021). Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners. Computer Assisted Language Learning, 1–19. https://doi.org/10.1080/09588221.2021.1912104

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  Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354

  Chen, T. (2016). Technology-supported peer feedback in ESL/EFL writing classes: A research synthesis. Computer Assisted Language Learning, 29(2), 365–397. https://doi.org/10.1080/09588221.2014.960942

  Cowie, N. (2011). Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work. Teaching and Teacher Education, 27(1), 235–242. https://doi.org/10.1016/j.tate.2010.08.006

  Creswell, J. W. (2014). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (Fourth). Pearson Education. https://drive.google.com/file/d/1d5ZzlgJuCrwAyLpdBeK5dhKMZTpE2HNb/view

  Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational Research (7th edition). Allyn and Bacon.

  Guénette, D. (2007). Is feedback pedagogically correct? Journal of Second Language Writing, 16(1), 40–53. https://doi.org/10.1016/j.jslw.2007.01.001

  Han, T., & Sari, E. (2022). An investigation on the use of automated feedback in Turkish EFL students’ writing classes. Computer Assisted Language Learning, 1–24. https://doi.org/10.1080/09588221.2022.2067179

  Henderson, M., Ryan, T., Boud, D., Dawson, P., Phillips, M., Molloy, E., & Mahoney, P. (2021). The usefulness of feedback. Active Learning in Higher Education, 22(3), 229–243. https://doi.org/10.1177/1469787419872393

  Hoang, D. T. N., & Hoang, T. (2022). Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: A mixed-methods study. Computer Assisted Language Learning, 1–23. https://doi.org/10.1080/09588221.2022.2083176

  Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/S0261444806003399

  Irwin, B. (2017). Written Corrective Feedback: Student Preferences and Teacher Feedback Practices. IAFOR Journal of Language Learning, 3(2), 35–58.

  Keh, C. L. (1990). Feedback in the writing process: A model and methods for implementation. ELT Journal, 44(4), 294–304. https://doi.org/10.1093/elt/44.4.294

  Kuklick, L., & Lindner, M. A. (2021). Computer-based knowledge of results feedback in different delivery modes: Effects on performance, motivation, and achievement emotions. Contemporary Educational Psychology, 67, 102001. https://doi.org/10.1016/j.cedpsych.2021.102001

  Lam, S. T. E. (2021). A web-based feedback platform for peer and teacher feedback on writing: An Activity Theory perspective. Computers and Composition, 62, 102666. https://doi.org/10.1016/j.compcom.2021.102666

  Lee, I. (2014). Revisiting Teacher Feedback in EFL Writing from Sociocultural Perspectives. TESOL Quarterly, 48(1), 201–213. https://doi.org/10.1002/tesq.153

  Lipnevich, A. A., Murano, D., Krannich, M., & Goetz, T. (2021). Should I grade or should I comment: Links among feedback, emotions, and performance. Learning and Individual Differences, 89, 102020. https://doi.org/10.1016/j.lindif.2021.102020

  Liu, J., & Sadler, R. W. (2003). The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2(3), 193–227. https://doi.org/10.1016/S1475-1585(03)00025-0

  Mahfoodh, O. H. A. (2017). “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31, 53–72. https://doi.org/10.1016/j.asw.2016.07.001

  Mansor, A. Z. (2012). Google Docs as a Collaborating Tool for Academicians. Procedia - Social and Behavioral Sciences, 59, 411–419. https://doi.org/10.1016/j.sbspro.2012.09.295

  McCarthy, J. (2015). Evaluating written, audio and video feedback in higher education summative assessment tasks. Issues in Educational Research, 25(2), 153–169.

  Mills, M. S. (2013). Collaborative presentations using Google Docs. In The Plugged-In Professor (pp. 151–163). Elsevier. https://doi.org/10.1016/B978-1-84334-694-4.50012-0

  Neumann, K. L., & Kopcha, T. J. (2019). Using Google Docs for Peer-then-Teacher Review on Middle School Students’ Writing. Computers and Composition, 54, 102524. https://doi.org/10.1016/j.compcom.2019.102524

  Pearson, W. S. (2022). The mediating effects of student beliefs on engagement with written feedback in preparation for high-stakes English writing assessment. Assessing Writing, 52, 100611. https://doi.org/10.1016/j.asw.2022.100611

  Pham, H. T. P. (2021). Computer-mediated and face-to-face peer feedback: Student feedback and revision in EFL writing. Computer Assisted Language Learning, 1–37. https://doi.org/10.1080/09588221.2020.1868530

  Rastgou, A. (2022). How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study. Assessing Writing, 53, 100633. https://doi.org/10.1016/j.asw.2022.100633

  Ryan, T., & Henderson, M. (2018). Feeling feedback: Students’ emotional responses to educator feedback. Assessment & Evaluation in Higher Education, 43(6), 880–892. https://doi.org/10.1080/02602938.2017.1416456

  Saeed, M. A., & Al Qunayeer, H. S. (2022). Exploring teacher interactive e-feedback on students’ writing through Google Docs: Factors promoting interactivity and potential for learning. The Language Learning Journal, 50(3), 360–377. https://doi.org/10.1080/09571736.2020.1786711

  Tempelaar, D. T., Niculescu, A., Rienties, B., Gijselaers, W. H., & Giesbers, B. (2012). How achievement emotions impact students’ decisions for online learning, and what precedes those emotions. The Internet and Higher Education, 15(3), 161–169. https://doi.org/10.1016/j.iheduc.2011.10.003

  Uzuntiryaki-Kondakci, E., Kirbulut, Z. D., Sarici, E., & Oktay, O. (2022). Emotion regulation as a mediator of the influence of science teacher emotions on teacher efficacy beliefs. Educational Studies, 48(5), 583–601. https://doi.org/10.1080/03055698.2020.1793300

  Värlander, S. (2008). The role of students’ emotions in formal feedback situations. Teaching in Higher Education, 13(2), 145–156.

  Anjarani, S., & Furqon. (2022). Hearing Your Feedback Loud and Clear: Students’ Voices of Audio Feedback in Virtual Writing Class. Metathesis: Journal of English Language, Literature, and Teaching, 6(1), 1–11. https://doi.org/10.31002/metathesis.v6i1.136

  Artino, A. R. (2012). Emotions in online learning environments: Introduction to the special issue. The Internet and Higher Education, 15(3), 137–140. https://doi.org/10.1016/j.iheduc.2012.04.001

  Awada, G. M., & Diab, N. M. (2021). Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners. Computer Assisted Language Learning, 1–19. https://doi.org/10.1080/09588221.2021.1912104

  Bowen, N. E. J. A., Thomas, N., & Vandermeulen, N. (2022). Exploring feedback and regulation in online writing classes with keystroke logging. Computers and Composition, 63, 102692. https://doi.org/10.1016/j.compcom.2022.102692

  Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354

  Chen, T. (2016). Technology-supported peer feedback in ESL/EFL writing classes: A research synthesis. Computer Assisted Language Learning, 29(2), 365–397. https://doi.org/10.1080/09588221.2014.960942

  Cowie, N. (2011). Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work. Teaching and Teacher Education, 27(1), 235–242. https://doi.org/10.1016/j.tate.2010.08.006

  Creswell, J. W. (2014). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (Fourth). Pearson Education. https://drive.google.com/file/d/1d5ZzlgJuCrwAyLpdBeK5dhKMZTpE2HNb/view

  Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational Research (7th edition). Allyn and Bacon.

  Guénette, D. (2007). Is feedback pedagogically correct? Journal of Second Language Writing, 16(1), 40–53. https://doi.org/10.1016/j.jslw.2007.01.001

  Han, T., & Sari, E. (2022). An investigation on the use of automated feedback in Turkish EFL students’ writing classes. Computer Assisted Language Learning, 1–24. https://doi.org/10.1080/09588221.2022.2067179

  Henderson, M., Ryan, T., Boud, D., Dawson, P., Phillips, M., Molloy, E., & Mahoney, P. (2021). The usefulness of feedback. Active Learning in Higher Education, 22(3), 229–243. https://doi.org/10.1177/1469787419872393

  Hoang, D. T. N., & Hoang, T. (2022). Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: A mixed-methods study. Computer Assisted Language Learning, 1–23. https://doi.org/10.1080/09588221.2022.2083176

  Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/S0261444806003399

  Irwin, B. (2017). Written Corrective Feedback: Student Preferences and Teacher Feedback Practices. IAFOR Journal of Language Learning, 3(2), 35–58.

  Keh, C. L. (1990). Feedback in the writing process: A model and methods for implementation. ELT Journal, 44(4), 294–304. https://doi.org/10.1093/elt/44.4.294

  Kuklick, L., & Lindner, M. A. (2021). Computer-based knowledge of results feedback in different delivery modes: Effects on performance, motivation, and achievement emotions. Contemporary Educational Psychology, 67, 102001. https://doi.org/10.1016/j.cedpsych.2021.102001

  Lam, S. T. E. (2021). A web-based feedback platform for peer and teacher feedback on writing: An Activity Theory perspective. Computers and Composition, 62, 102666. https://doi.org/10.1016/j.compcom.2021.102666

  Lee, I. (2014). Revisiting Teacher Feedback in EFL Writing from Sociocultural Perspectives. TESOL Quarterly, 48(1), 201–213. https://doi.org/10.1002/tesq.153

  Lipnevich, A. A., Murano, D., Krannich, M., & Goetz, T. (2021). Should I grade or should I comment: Links among feedback, emotions, and performance. Learning and Individual Differences, 89, 102020. https://doi.org/10.1016/j.lindif.2021.102020

  Liu, J., & Sadler, R. W. (2003). The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2(3), 193–227. https://doi.org/10.1016/S1475-1585(03)00025-0

  Mahfoodh, O. H. A. (2017). “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31, 53–72. https://doi.org/10.1016/j.asw.2016.07.001

  Mansor, A. Z. (2012). Google Docs as a Collaborating Tool for Academicians. Procedia - Social and Behavioral Sciences, 59, 411–419. https://doi.org/10.1016/j.sbspro.2012.09.295

  McCarthy, J. (2015). Evaluating written, audio and video feedback in higher education summative assessment tasks. Issues in Educational Research, 25(2), 153–169.

  Mills, M. S. (2013). Collaborative presentations using Google Docs. In The Plugged-In Professor (pp. 151–163). Elsevier. https://doi.org/10.1016/B978-1-84334-694-4.50012-0

  Neumann, K. L., & Kopcha, T. J. (2019). Using Google Docs for Peer-then-Teacher Review on Middle School Students’ Writing. Computers and Composition, 54, 102524. https://doi.org/10.1016/j.compcom.2019.102524

  Pearson, W. S. (2022). The mediating effects of student beliefs on engagement with written feedback in preparation for high-stakes English writing assessment. Assessing Writing, 52, 100611. https://doi.org/10.1016/j.asw.2022.100611

  Pham, H. T. P. (2021). Computer-mediated and face-to-face peer feedback: Student feedback and revision in EFL writing. Computer Assisted Language Learning, 1–37. https://doi.org/10.1080/09588221.2020.1868530

  Rastgou, A. (2022). How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study. Assessing Writing, 53, 100633. https://doi.org/10.1016/j.asw.2022.100633

  Ryan, T., & Henderson, M. (2018). Feeling feedback: Students’ emotional responses to educator feedback. Assessment & Evaluation in Higher Education, 43(6), 880–892. https://doi.org/10.1080/02602938.2017.1416456

  Saeed, M. A., & Al Qunayeer, H. S. (2022). Exploring teacher interactive e-feedback on students’ writing through Google Docs: Factors promoting interactivity and potential for learning. The Language Learning Journal, 50(3), 360–377. https://doi.org/10.1080/09571736.2020.1786711

  Tempelaar, D. T., Niculescu, A., Rienties, B., Gijselaers, W. H., & Giesbers, B. (2012). How achievement emotions impact students’ decisions for online learning, and what precedes those emotions. The Internet and Higher Education, 15(3), 161–169. https://doi.org/10.1016/j.iheduc.2011.10.003

  Uzuntiryaki-Kondakci, E., Kirbulut, Z. D., Sarici, E., & Oktay, O. (2022). Emotion regulation as a mediator of the influence of science teacher emotions on teacher efficacy beliefs. Educational Studies, 48(5), 583–601. https://doi.org/10.1080/03055698.2020.1793300

  Värlander, S. (2008). The role of students’ emotions in formal feedback situations. Teaching in Higher Education, 13(2), 145–156. https://doi.org/10.1080/13562510801923195

  Winstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017). ‘It’d be useful, but I wouldn’t use it’: Barriers to university students’ feedback seeking and recipience. Studies in Higher Education, 42(11), 2026–2041. https://doi.org/10.1080/03075079.2015.1130032

  Yu, S., Geng, F., Liu, C., & Zheng, Y. (2021). What works may hurt: The negative side of feedback in second language writing. Journal of Second Language Writing, 54, 100850. https://doi.org/10.1016/j.jslw.2021.100850

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