Threads-based peer feedback in developing EFL students’ writing skills: Perceptions and challenges
DOI:
https://doi.org/10.30762/jeels.v12i2.5022Keywords:
EFL students, Instagram Threads, learning tool, peer feedback, technology, writing skillsAbstract
The inherent complexity of writing frequently engenders anxiety in English as a Foreign Language (EFL) students, leading to the necessity of teaching writing innovatively through technology-enhanced approaches. Although extensive previous studies have investigated the implementation of technological tools in teaching writing, a significant research gap exists regarding learners’ perceptions and reception of these tools, especially integrating Threads platform in serving peer feedback. Therefore, the present study aims to investigate EFL students’ perceptions on the effectiveness of Threads-based peer feedback as a mechanism for writing skill development. Employing a mixed method, the investigation collected the data through a questionnaire distributed to 20 EFL students experienced in Threads-based peer feedback in a writing course. Data from the close-ended questionnaire were analyzed using descriptive statistics through SPSS 24 version, while the results of the open-ended questionnaire were analyzed qualitatively through thematic analysis. Findings reveal that the students perceived Threads-based peer feedback effectively facilitated students' impressive learning experience and enhanced engagement as well as comprehension through noticeable technological features. The students also perceived that Threads-based peer feedback improved their writing skills in multiple dimensions. However, certain practical and technical challenges remain throughout Threads-based feedback processes. This research is pedagogically significant to the emerging body of knowledge on the updated digital tool integration in language teaching, especially advanced English writing.
Downloads
References
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11), e05312. https://doi.org/10.1016/j.heliyon.2020.e05312
Afolaranmi, A. O. (2023). Prospect of Threads in contrast to Twitter as an online social network tool for conflict resolution. British Journal of Multidisciplinary and Advanced Studies, 4(4), 1–13. https://doi.org/10.37745/bjmas.2022.0250
Aldabbus, S., & Almansouri, E. (2022). Academic writing difficulties encountered by university EFL learners. British Journal of English Language Linguistics, 10(3), 1–11. https://doi.org/10.37745/bjel.2013/vol10n3111
Awada, G. M., & Diab, N. M. (2023). Effect of online peer review versus face-to-face peer review on argumentative writing achievement of EFL learners. Computer Assisted Language Learning, 36(1–2), 238–256. https://doi.org/10.1080/09588221.2021.1912104
Brown, A., Lawrence, J., Basson, M., & Redmond, P. (2022). A conceptual framework to enhance student online learning and engagement in higher education. Higher Education Research and Development, 41(2), 284–299. https://doi.org/10.1080/07294360.2020.1860912
Cao, S., Zhou, S., Luo, Y., Wang, T., Zhou, T., & Xu, Y. (2022). A review of the ESL/EFL learners’ gains from online peer feedback on English writing. Frontiers in Psychology, 13(October), 1–13. https://doi.org/10.3389/fpsyg.2022.1035803
Cheung, A. (2022). Verbal and on-screen peer interactions of EFL learners during multimodal collaborative writing: A multiple case study. Journal of Second Language Writing, 58(September), 100931. https://doi.org/10.1016/j.jslw.2022.100931
Creators. (2023). Introducing Threads, an App for sharing with text built by Instagram. https://creators.instagram.com/blog/introducing-threads?locale=en_US
Creswell, J. W., & Creswell, J. D. (2021). Qualitative, quantitative, and mixed methods research: Fifth edition. In Introducing English Language. https://doi.org/10.4324/9781315707181-60
Ebadi, S., & Bashir, S. (2021). An exploration into EFL learners’ writing skills via mobile-based dynamic assessment. Education and Information Technologies, 26(2), 1995–2016. https://doi.org/10.1007/s10639-020-10348-4
Ebadi, S., & Dadgar, M. (2024). The effects of multimodal online feedback delivery on the writing skills of EFL learners. Call-Ej, 25(3), 148–171. https://doi.org/10.1007/s10639-020-10348-4
Elboshi, A. (2021). Web-enhanced peer feedback in ESL Writing classrooms: A literature review. English Language Teaching, 14(4), 66. https://doi.org/10.5539/elt.v14n4p66
Esfandiari, R., Meihami, H., & Jahani, F. (2022). Exploring Iranian postgraduate EFL students’ academic writing experiences and expectations: A dynamic narrative approach. Tesl-Ej, 25(4). https://doi.org/10.55593/ej.25100a4
Floris, F. D., Widiati, U., Renandya, W. A., & Basthomi, Y. (2024). Artificial intelligence in English language teaching: Fostering joint enterprise in online communities. JEES (Journal of English Educators Society), 9(1), 12–21. https://doi.org/10.21070/jees.v9i1.1825
Gao, X., Noroozi, O., Gulikers, J., Biemans, H. J. A., & Banihashem, S. K. (2024). A systematic review of the key components of online peer feedback practices in higher education. Educational Research Review, 42(April 2023), 100588. https://doi.org/10.1016/j.edurev.2023.100588
Guo, K., Pan, M., Li, Y., & Lai, C. (2024). Effects of an AI-supported approach to peer feedback on university EFL students’ feedback quality and writing ability. Internet and Higher Education, 63(February), 100962. https://doi.org/10.1016/j.iheduc.2024.100962
Hadi, M. S., Izzah, L., & Paulia, Q. (2021). Teaching writing through Canva application to enhance students’ writing performance. JOLLT Journal of Languages and Language Teaching, 9(2), 228. https://doi.org/https://doi.org/10.33394/jollt.v%vi%i.3533
Hasumi, T., & Chiu, M. S. (2024). Technology-enhanced language learning in English language education: Performance analysis, core publications, and emerging trends. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2346044
Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning, 38(1), 237–257. https://doi.org/https://doi.org/10.1111/jcal.12610
Huisman, B., Saab, N., Van Driel, J., & Van Den Broek, P. (2020). A questionnaire to assess students’ beliefs about peer feedback. Innovations in Education and Teaching International, 57(3), 328–338. https://doi.org/10.1080/14703297.2019.1630294
Imsa-ard, P., & Barrot, J. S. (2024). Combining multimodal technology-mediated and peer feedback: Effects on second language (L2) learners’ complexity, accuracy, and fluency (CAF) in writing. Computer Assisted Language Learning, 0(0), 1–39. https://doi.org/10.1080/09588221.2024.2443770
Jiang, L., & Yu, S. (2022). Appropriating automated feedback in L2 writing: Experiences of Chinese EFL student writers. Computer Assisted Language Learning, 35(7), 1329–1353. https://doi.org/10.1080/09588221.2020.1799824
Law, S., & Baer, A. (2020). Using technology and structured peer reviews to enhance students’ writing. Active Learning in Higher Education, 21(1), 23–38. https://doi.org/10.1177/1469787417740994
Lee, B. J., & Al Khateeb, A. A. (2021). Analyzing writing fluency on smartphones by Saudi EFL students. Computers and Composition, 62, 102667. https://doi.org/10.1016/j.compcom.2021.102667
Lee, S., & Schmidgall, J. (2020). The importance of English writing skills in the International workplace. Research Memorandum No. RM-20-07, October. https://eric.ed.gov/?id=ED614404
Li, Y., Hu, B., Tang, C., & Yang, X. (2024). Research on interactive efficiency and experience of intelligent education platform. International Journal of Human-Computer Interaction, 0(0), 1–17. https://doi.org/10.1080/10447318.2024.2433841
Liang, W. J., & Lim, F. V. (2021). A pedagogical framework for digital multimodal composing in the English Language classroom. Innovation in Language Learning and Teaching, 15(4), 306–320. https://doi.org/10.1080/17501229.2020.1800709
Lu, Q., Zhu, X., & Cheong, C. M. (2021). Understanding the difference between self-feedback and peer feedback: A comparative study of their effects on undergraduate students’ writing improvement. Frontiers in Psychology, 12(September), 1–13. https://doi.org/10.3389/fpsyg.2021.739962
Meletiadou, E. (2021). Exploring the impact of peer assessment on EFL students’ writing performance. IAFOR Journal of Education, 9(3), 77–95. https://doi.org/10.22492/ije.9.3.05
Meta. (2023). Introducing Threads: A new way to share with text. https://about.fb.com/news/2023/07/introducing-threads-new-app-text-sharing/#:~:text=Threads is a new app%2C built by the,and videos up to 5 minutes in length.
Muftah, M. (2023). Impact of social media on learning English language during the Covid-19 pandemic. PSU Research Review, 8(1), 211–226. https://doi.org/10.1108/PRR-10-2021-0060
Pimentel, J. L. (2010). A note on the usage of Likert scaling for research data analysis. USM R&D Journal, vol. 18, (2), 2010. ISSN 0302-7937. USM R&D Journal, 18(2), 109–112. https://www.mendeley.com/search/?page=1&query=•%09J.L..Pimentel. A Note on the Usage of Likert Scaling for Research Data Analysis. USM R%26D Journal%2C vol. 18%2C %282%29%2C 2010. ISSN 0302-7937.&sortBy=relevance
Purnomo, W. W., Basthomi, Y., & Prayogo, J. A. (2021). EFL university teachers’ perspectives in written corrective feedback and their actual applications. International Journal of Evaluation and Research in Education, 10(3), 1089–1099. https://doi.org/10.11591/IJERE.V10I3.21641
Putra, I. D. G. R. D., Saukah, A., Basthomi, Y., & Irawati, E. (2020). The acceptance of the English language learning mobile application Hello English across gender and experience differences. International Journal of Emerging Technologies in Learning, 15(15), 219–228. https://doi.org/10.3991/ijet.v15i15.11077
Regan, K., Evmenova, A. S., Sacco, D., Schwartzer, J., Chirinos, D. S., & Hughes, M. D. (2019). Teacher perceptions of integrating technology in writing. Technology, Pedagogy and Education, 28(1), 1–19. https://doi.org/10.1080/1475939X.2018.1561507
Rowiyah, S. (2024). Kahoot! as a pedagogical tool in IELTS writing instruction: A qualitative analysis of gamified learning strategies. Voices of English Language Education Society, 8(1), 262–270. https://doi.org/10.29408/veles.v8i1.24692
Ruiz, C. (2015). Instrumentos y tecnicas de investigacion educativa. https://d1wqtxts1xzle7.cloudfront.net/57894592/Instrumentos_y_Tecnicas_de_Investigacion_Educativa_-_Carlos_Ruiz-Bolivar-libre.pdf?1543619884=&response-content-disposition=attachment%3B+filename%3DInstrumentos_y_Tecnicas_de_Investigacion.pdf&Expires=165845
Sari, R. N., & Cahyono, B. Y. (2024). Perceptions of online teacher feedback via screencast among indonesian students in online writing classes. Journal of Languages and Language Teaching, 12(3), 1207. https://doi.org/10.33394/jollt.v12i3.11418
Setyowati, L., Jannah Dewi Prayogo, K., Almia Gane, B., & Santina Putri, S. (2022). Using environmental issues for essay writing class: The students’ views and challenges. KnE Social Sciences, 2022, 23–36. https://doi.org/10.18502/kss.v7i7.10646
Shang, H. F. (2022). Exploring online peer feedback and automated corrective feedback on EFL writing performance. Interactive Learning Environments, 30(1), 4–16. https://doi.org/10.1080/10494820.2019.1629601
Stewart, O. G. (2023). Using digital media in the classroom as writing platforms for multimodal authoring, publishing, and reflecting. Computers and Composition, 67. https://doi.org/10.1016/j.compcom.2023.102764
Supiani, S., Rahmawati, N. M., Ratnawati, Widyaningsih, T. L., Suryati, N., & Mukminatien, N. (2023). EFL students’ language accuracy development through self-assessment from online written feedback: How do they experience and perceive it? Call-Ej, 24(2), 260–280. https://callej.org/index.php/journal/article/view/14
Tsao, J. J. (2021). Effects of EFL learners’ L2 writing self-efficacy on engagement with written corrective feedback. Asia-Pacific Education Researcher, 30(6), 575–584. https://doi.org/10.1007/s40299-021-00591-9
Wang, S., Yang, D., Shehata, B., & Li, M. (2023). Exploring effects of intelligent recommendation, interactivity, and playfulness on learning engagement: An application of TikTok considering the mediation of anxiety and moderation of virtual reward. Computers in Human Behavior, 149(September 2022), 107951. https://doi.org/10.1016/j.chb.2023.107951
Wu, X. Y. (2024). Exploring the effects of digital technology on deep learning: A meta-analysis. Education and Information Technologies, 29(1), 425–458. https://doi.org/10.1007/s10639-023-12307-1
Xu, Y. (2023). Investigating the effects of digital multimodal composing on Chinese EFL learners’ writing performance: A quasi-experimental study. Computer Assisted Language Learning, 36(4), 785–805. https://doi.org/10.1080/09588221.2021.1945635
Zambrano, C. M., Pertuz, V., Perez, A., & Straccia, D. C. (2019). Transfer mechanisms and strategic knowledge management in health and safety companies. Ingeniería Y Competitividad, 21(1), 91–102. https://doi.org/10.25100/iyc.v21i1.7655
Zhang, F., Schunn, C., Chen, S., Li, W., & Li, R. (2023). EFL student engagement with giving peer feedback in academic writing: A longitudinal study. Journal of English for Academic Purposes, 64(February), 101255. https://doi.org/10.1016/j.jeap.2023.101255
Zhang, P., He, Y., Haq, E.-U., He, J., & Tyson, G. (2024). The emergence of Threads: The birth of a new social network. http://arxiv.org/abs/2406.19277
Zhang, R., & Zou, D. (2023). A review of research on technology-enhanced peer feedback for second language writing based on the activity theory framework. Education and Information Technologies, 28(6), 6727–6753. https://doi.org/10.1007/s10639-022-11469-8
Zhao, D. (2024). The impact of AI-enhanced natural language processing tools on writing proficiency: An analysis of language precision, content summarization, and creative writing facilitation. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13145-5
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 JEELS (Journal of English Education and Linguistics Studies)
This work is licensed under a Creative Commons Attribution 4.0 International License.
