The Contribution of Electronic Feedback In L2 Multicultural Writing Class Using the Edmodo

Tazkiyatunnafs Elhawwa

Abstract


Corrective feedback is very helpful to EFL learners since it helps learners to acquire grammatical features (Ellis, 2008). The focus of the research attempted to investigate the contribution of Electronic feedback in multicultural writing class using the Edmodo. The electronic feedback was classified into three types, namely; direct, indirect, and metalinguistic as proposed by Ellis (2009) and 3 different sources, namely; teacher, peer, and self. The study was descriptive quantitative and qualitative research; whose subjects were 25 learners of three different ethnic groups (Dayaknese, Banjarese, and Javanese). The instruments were questionnaire and observation. The data were in their progress on An academic essay writing of electronic feedback. The concerns of the electronic feedback were on language form, organization, and content. The finding confirmed that the most area contribution of electronic feedback at a whole was on language form, the source and type of feedback that most contributed to EFL writing class was electronic teacher direct feedback. It showed that L2 learners preferred that their teachers provided direct electronic feedback on grammatical error corrections and attended to all of their mistakes.

Keywords


contribution; electronic feedback; multicultural writing class; Edmodo

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References


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