The Effects of Collaborative Feedback on Indonesian EFL Students’ Writing Performance

Abstract

The present study was conducted to investigate whether collaborative corrective feedback could foster better writing ability for Indonesian EFL students. Forty-eight students participated in this study and randomly assigned into two groups; student-student collaborative feedback (SSCF) as experimental group and student-teacher collaborative feedback (STCF) as control group. The students’ English proficiency level was more or less preintermediate to intermediate based on the results of TOEFL scores. The students then categorized into higher and lower proficiency level. A pre-writing test was given before providing the treatments. Then, the experimental group was instructed using SSCF in which the students’ roles as raters provided correction on peer’s writing errors using an assessment form. On the other hand, the students in STCF group only received teacher’s corrections. The whole sessions were lasted in eight sessions. The pre-test was administered in the first session; in the six sessions the treatment was applied; and a post test was given at the end of the session to determine the effects of using collaborative feedback on students’ writing ability. The result of analysis revealed significant between-group differences, F (2, 816) = 3.440, p (.020) < .05. in which the SSCF group performed better than the STCF group.