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ELT FORUM 10 (3) (2021) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 

 

EFL students’ voices on digital peer feedback 
 

Berliana Dyah Ayu Aprilianti1, Sibakhul Milad Malik Hidayatulloh2 

 
1,2Universitas Muhammadiyah Yogyakarta, Indonesia

 

Article Info 
________________ 
Article History: 

Received on 27 
March 2021 
Approved on 18 October 
2021 
Published on 30 
November 2021 

________________ 
Keywords: feedback; 

online peer feedback, 
EFL; e-learning. 
____________________ 

 

 

 

 

 

Abstract 
____________________________________________________________________ 
Education and technology have been tailed by some conditions. Some parts in 

education are technologized including peer feedback activity, but the use of peer 
feedback combined with e-learning needs to be reviewed in terms of its practical use. 

The affordance of technology has enabled peer feedback to take place online. Despite 
the potential benefits that online peer feedback may offer, there is a lack of studies on 

the topic. Therefore, this paper aims to explore students’ perspectives on the benefits 
of online peer feedback. This research was done qualitatively. Interview to six students 

of English Language Education Department was conducted to gain the data. The 

academic year 2018/2019. In selecting the participants, purposive sampling was 
applied. The finding of this study revealed that the use of technology particularly in 

giving peer feedback brought some benefits e.g., increasing students’ autonomy and 
reviving student’s critical thinking. Besides, the cons of this phenomenon were that 

students felt the activity ruined their energy to stay focused in front of the screen to give 
others a review. Some suggestions in the last part of this paper also appeared as the 

researchers respond to this phenomenon.  

 

  
Correspondence Address: p-ISSN 2252-6706 | e-ISSN 2721-4532  

E6 Building, FPB UMY  

Kasihan, Bantul, D.I Yogyakarta, 55183  

E-mail: berlianadyahayu@gmail.com  

http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333515478&1&&
http://issn.pdii.lipi.go.id/issn.cgi?daftar&1576658845&1&&


Berliana Dyah Ayu Aprilianti, Sibakhul Milad Malik Hidayatulloh | ELT Forum 10 (3) (2021) 

236 

 

INTRODUCTION 

For the sake of innovation in education, in this era education has integrated with technology which 

has an aim to ease the teaching method and learning process. A popular concept was raised by some 

scholars to respond this. Information Communication Technology (ICT) has raised as the effect of 

development of technology. Moreover, ICT offers interaction among the users. By knowing this 

function, some teaching activities has been integrated with ICT including English language teaching. 

For instance, the use of website materials could improve students’ skills in listening, speaking, and 

increase other students’ assessment score, (Mateo, 2012; Comi et al., 2017). Additionally, Ammanni 

and Aparanjani (2016) also stated that the use of Interactive White board to stimulate students in 

learning vocabularies. 

Therefore, Information Communication Technology (ICT) is oftenly said as the way to boost 

moderanization of education. ICT has given a positive impact to both students and teacher in terms of 

learning process. Along with the concept of ICT, moderanization also brings a new tems in learning 

namely E-learning (Puspawati & Juharoh, 2021).  The concept of using E-Learning is to make easier 

the process in education. Furthermore, E-learning can be described as non face-to-face instruction or 

face-to-face instruction delivered using digital device which has a purpose to promote learning material 

or topic discussion (Clark and Mayer, 2016). E-larning has a pivotal role in promoting education 

without any places and times restriction (Mayer, 2017). Therefore, in the education field, many things 

have collaborated with technology, including giving feedback.  

In the larger discussion, if we break down the term of feedback, (Ravand & Rasekh, 2011) has 

said that feedback is essential in offering educational and professional literacy abilities to learners and 

it is a way to help learners negotiate access to information and procedures. Moreover, writing feedback 

also projected to be one-way teachers to promote students writing development. As mentioned by 

(Dayat, 2021) that in higher education particularly in EFL, the use of writing feedback is to improve 

students’ writing with two focus objectives which are knowledge and writing improvement. In 

addition, the researcher tries to take a topic related to feedback which is peer-feedback. The existence 

of peer-feedback based on (Wu & Schunn, 2021) is to decrease the workload of teacher in giving 

feedback. Moreover, the students were more facilitated in learning process by receiving and giving 

multi peer-feedback that feedback from teacher only (Cho & Schunn, 2007). Wirantaka (2019) 

supported, “The importance of feedback emerges with the development of student-centered learning 

especially in language education context” (p.1). On the other hand, giving feedback also train students’ 

critical thinking and perspective of something in several sides, because when they are giving feedback, 

they have to be critical person to see the weakness or the strength of someone's work. Students might 

be in charge of obtaining solutions that are tailored to their own learning requirements (Choi & Ho, 

2002 as cited in Sweeny, 2010). In addition, Peer feedback based on Sholihah (2015), peer feedback is 

an activity that allow students to give comment and review towards other students’ written work.  

In correlation with moderanization of education, the process of giving feedback has been 

technologized by several institutions by using E-learning. The ideas of integrating of giving feedback 

and E-Learning make some benefits not only for teachers but also for students. The invention of 

integrating feedback and E-Learning also want to implement an innovation to create students be an 

active learner. The development of E-learning also has an aim to make students as student centered 

learning environment (SCELE) (Hasibuan and Santsoso, 2005). For instance, Kassymova et al. 

(2020) argued that e-learning also ease the access of students and educational institution because it 

provided in an open access. Another researcher, Roblyer and Ekhaml (2001) as cited in (Appana, 

2008) asserted that students show a positive effect of e-leaning towards their flexibility and 

responsiveness. In addition, Portability, immediacy, connection, ubiquity, and flexibility are technical 

aspects of e-learning. In addition, making the activity of giving peer-feedvak to be associated with E-

learning is not that easy. Emphasized by (Wu & Schunn, 2021) that peer-feedback is a complex 

processing activity either giving or receiving feedback.  

Therefore, this study intended to answer the research question: To what extent students’ 

perspective about advantages and disadvantages doing online peer-feedback. This study is taking a gap 

between peer-feedback and e-learning. The researchers believe that the use of e-learning as a platform 

to allow students giving feeback also raise some issues and facts. Therefore, the study about giving 

online peer-feedback is intended by finding the benefit and the issues in attempting online peer-

feedback in one of ELED in private university. Some suggestion for novice or department that want to 

apply this phenomenon also appear as the researchers’ responsibility towards this current study.  

 



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Feedback has an essential role in learning, because its activities have offering educational and 

professional literacy abilities to learners, and it is a way to help learners negotiate access to information 

and procedures, (Ravand & Rasekh, 2011). Moreover, there is two types of feedback that depend on 

different learners and situation: oral and written feedback. Teachers must consider various aspects 

while providing oral feedback, such as the length of therapy and the age of the student (Lyster et al., 

2013) Furthermore, peer feedback, to put it simply, is the careful, unbiased evaluation of any scientific 

work that has been submitted for formal review (Ruiz et al., 2007). Therefore, teachers usually give 

peer feedback activity to their students as one of the essignment or event an assessment. Students need 

to see examples of writers revising their work after receiving criticism through think-alouds (or any 

other type of peer review) (Nelson & Schunn, 2007). The statement above is one of example of written 

feedback. In this example, it's worth noting that throughout the course of the semester, the students in 

the receiver group improved in both overall and specialized categories (Lundstrom & Baker, 2009). 

In the development of the era, E-learning has used to ease teaching and learning process. 

Learning and technology were brought together in E-Learning (Aparicio et al., 2016). It was used for 

substituting the media of learning to be easier. Most schools use E-Learning as their ways to enhance 

students’ skill. Through E- Learning students could access the material of schools; search the 

explanation of the teachers about a subject and etc. Means that E-Learning could enhance students’ 

receptive skills and productive skills. Students can form deep bonds with their peers in an engaging 

online learning community (Murdock & Williams, 2011).  

In relation with the development of technology in education and the benefit of peer feedback, 

therefore, teachers start to conduct peer feedback activity in E-learning. This phenomena can be 

supported with the massive use of E-learning in higher education context. Digital peer feedback is 

powerful to promoting and stimulating students’ writing process, (Latifi et al., 2021). Besides, digital 

peer feedback also suggest a critical activity to students without having fear to the other students, (Al 

Abri et al., 2021). (Noroozi and Hatami (2019) supported that digital peer feedback on the 

argumentative writing help students in improving their ability. In addition, digital peer feedback also 

offers a supportive atmosphere of learning, proven by (Latifi et al., 2021) in their finding mentioned 

that students seemed attractive and engaged with the activity in digital peer feedback. Therefore, this 

research aimed to investigate students’ perception about advantages and disadvantages of using digital 

peer feedback. 

Furthermore, some scholars tried to jump in to this topic discussion. In the past a decade ago 

some scholars discussed about online peer feedback, such as Lu and Law (2012); Latifi et al. (2021); 

Liu (2016) and many others. A Study about the effect of conducting an online peer review also has 

successfully conducted by Lu and Law (2012). With their article, "Online peer evaluation: Impacts of 

Cognitive and Emotional Feedback," they set out to investigate the effects of cognitive and affective 

feedback on online peer assessment. 181 thirteen- to fourteen-year-old Hong Kong secondary school 

pupils took part in this study. The goal of this study was to see if high school students' participation in 

online peer evaluations influenced their success on LS projects. Because it allowed students to review 

the work of others, online peer evaluation was found to have a substantial impact on the quality of 

students' project learning results. We talk about how grading affects people, then we go into cognitive 

and emotive feedback. 

Another research by Liu et al. (2016) focused on the impact of peer review on the creative self-

efficacy has similar research’s objectives, in which investigating peer feedback on education aspect. 

The recommended peer feedback was found to improve narrative performance without compromising 

creative self-efficacy. It's also worth noting that this was a small-scale study that focused mostly on 

narrative activities. Two classes of 53 sixth graders from a northern Taiwanese primary school were 

chosen at random to be the study's subjects. Students' creative performance and self-efficacy may be 

influenced by cultural differences. It would be fascinating to study how Web 2.0 learning activities 

affect the creative processes of students of all ages and from other nations. Despite this, many online 

Web 2.0 learning activities include a peer review method. Despite the sample size and creative task 

constraints, this study might nevertheless suggest ways to use Web 2.0 technology to enhance learning 

activities in other fields. 

One more research by (Latifi et al., 2021) entitled How Does Online Peer Feddback Improve 

Argumentative Essay and Writing. The partisipants were 52 college students. Moreover, the 

participants were required to use E-learning platform namely Edutech platform by the researchers. 

Then, they were signed by the researchers to make an argumentative essay and also give feedback to 

others. The result revealed that students were more motivated in giving comments and suggestion to 



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other students because they would be able to give comments and suggestion annonymously. 

Consequently, the students could give their critical comments without feeling intimidated. In the mean 

time, the argumentative essay by the students were also getting increased in terms of the quality because 

the others’ comments.  

By recognizing the previous studies, the researchers indicate that the use of digital peer feedback 

need to be reviewed. Therefore, the digital peer feedback can be more applicable for students. 

Furthermore, from the previous studies mostly mentioned about the effects of online peer feedback, 

but the students’ views of online peer feedback have not been much discussed by scholars. Therefore, 

this current research aimed or research question: what extent students’ perspective about advantages 

and disadvantages doing online peer-feedback?  

 

METHODS 

This current study implemented a qualitative research design and used a qualitative method to gather 

and analyze the data. Individual interpretation and the need to report the complexity of a situation 

were discussed in the qualitative method (Cohen et al., 2018). By doing in-depth interview to six 

students in English Language Education Department. Interview would be used as the way how to 

collect the data toward the participants because interview could enrich the statements of the 

participants, besides the researchers also would get many information through interview (Adhabi & 

Anozie, 2017). The participants of this study were six students of an English Education Department in 

a university in Yogyakarta. The participants were suitable for this research because they had 

experienced using online peer-feedback during their learning process. Moreover, all of participants had 

been experiencing online peer-feedback for one semester in their second academic year. Therefore, 

they could express what their thought, feeling, and idea about online peer-feedback. In doing the in-

depth interview we use ten questions toward the research and some questions related to the research 

question. The questions have been translated by the researcher to ease the participant understand the 

questions. The interview protocol was developed by the researchers using two types of questions by 

(Fraenkel at al., 2012) namely experience question and feeling question. Furthermore, the experience 

questions consist of questions that lead to the experiences that the participant have had. While the 

feeling questions will lead to what participants' feeling in experiencing some phenomena. All of the 

recording of in-depth interviews had been transcribed and member checked for reliability and validity 

(Meriam, 1998) 

The data were analysed using coding process. According to (Elliott, 2018) coding is a process 

of labelling or mapping data to suggest an overview of data. The process of coding started by giving 

some marks to participants' responses. Then, it followed by selecting the same responses to be led into 

the categorized finding. The data were grouped based on participants’ responses. Furthermore, the 

research’s results were categorized into two focus, namely advantages and disadvantages of digital peer 

feedback. Then, the researcher put some responses into a big result by referring them with the research 

question: To what extent students’ perspective about advantages and disadvantages doing online peer-

feedback. In addition, all of the participant names had been annonymoused by the researcher to keep 

the privacy of the participants toward their responses. In presenting the result of interview process, the 

researcher had already set and excerpt the conversation into standardized English and the result. 

 

FINDINGS AND DISCUSSION 

Increasing students’ autonomy 

The first finding that researcher found in the research was online peer feedback increase students’ 

autonomy. It was being said by participant 4. They assumed that in processing of giving peer feedback, 

they also opened other resources to make their comment and reviewed more credible and reliable 

  

“I have to search for some theories on the internet just to make sure whether my correction true or 

not…”.#S4-Line4  

  

It also indicated that when the students were doing online peer-feedback, they would use their 

skills or any kind of stuff that they have such internet or book just to make sure what they had given to 

the other students’ assignments, or their comments were right or not. The activity that had been done 

by the participants were really their initiatives not from the order of the teacher or someone. Meaning 

that, students were in the processing of giving online peer feedback, they tried to browse other resources 



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by themselves. This also indicated that students’ autonomy was played role in giving online peer 

feedback. 

  

Reviving students’ critical thinking 

The second advantage from online peer-feedback was students being more critical. The task that 

students had to review require them to evaluate and give a comment to others’ work. There wass a 

popular taxonomy named bloom’s taxonomy that put evaluate in the middle of process of thinking. It 

could be assumed that evaluation process in online peer feedback also could be a decoyed to hook 

students’ critical thinking. It had been proved by participant 3 by saying: 

  

“In finding someone’s mistake, I need to be focus to see the lack…”. #S3-Line17 

  

The researchers assumed that the process of finding a lack of someone’s work could be 

interpreted as the process of reviving students’ critical thinking, because the students have to give more 

attention and increase their critical thinking just to see and make sure that there would be no errors on 

the other students’ assignments. It means that peer feedback activity is affect students’ critical thinking. 

Moreover, the other participant, they are participants 1, 2, 4, and 6 said: 

  

”I got a new idea for making my work better by giving feedback…”. #S1-Line19 

“I think I have to revise my work after giving comments to my friends”. #S2-Line10 

“...I tried to analyzed my friends’ work by comparing it to my own work”. #S4-Line15 

“I do not why, why my friends’ writing seems like just on the surface”. #S6-Line17 

  

By giving peer feedback also could be reference for corrector’s work.  It meant that when the students 

see the other students’ assignments, they could get such inspiration, or they were realizing something 

wrong, or they got additional ideas to improve their own assignments. 

  

Unstable result 

Based on the interview, all of the six participants that researcher had chosen in this research had already 

took a part in online peer feedback in a course, they stated that online peer feedback also decrease their 

focus. The reasons of decreasing their focus were because of the amount of the task or others’ work 

that they have to be reviewed. It could be so, because the online-peer feedback activities require the 

students to review certain student’s fellow’s works. Due to the amount of the task that the participant 

got in online peer feedback. It was being said by participant 3 that: 

  

“When I have 5 tasks to do corrections, only the first task will be the best correction…”#S3-Line25 

  

One of the participants said that the amount of the task also would interfere their result in 

reviewing work. By knowing that, researchers assumed that if students have an assignment and it 

required the students to write an essay at least 1000 words, it means, in a day each student have to 

read 5000 words with different style and content. While the students also said they have other tasks to 

be done too. At the beginning, the students would give much attention to the other students’ 

assignments, but as time goes by their focus would be decreased because they tired or with the other 

results. It has been proven that online-peer feedback also has disadvantages for the students. 

This currrent research had gotten the result for the research question: what did extent students’ 

perspective about advantages and disadvantages doing online peer-feedback? Then, the answer for 

advantages of online peer feedback were Increasing Students’ Autonomy and Reviving Students’ 

Critical Thinking, while for the disadvantage of doing online peer feedback was unstable result. For 

the advantages, Increasing Students’ Autonomy mean that students could get any new information 

and it opened their mind to get some new knowledge toward the other students. Therefore, the students 

who did the online peer feedback could give the best comments or suggestion toward the other student’s 

task. Then, for reviving students’ critical thinking mean, when students’ re-read their friends’ task, they 

had to give their own best comment, and it used their thought. Which the researchers could conclude 

that the students’ mean by used their own thought were used their critical thinking. For the 

disadvantage of doing online peer feedback, the participants’ answer was unstable result, where in this 

case it was because the total of task which the students would do was more than 3 of other students’ 



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task, therefore it made them confused and could not be focus. When the students did not focus, the 

students believed that they had unstable comments and suggention toward the other students’ task. 

  

Discussion 

Those advantages and disadvantages have answered the research question. Online-peerfeedback has 

two advantages and one disadvantage for students in one of department in a university in 

Yogyakarta. Starting from the advantages, participants mentioned that online peer-feedback increased 

their self-learning autonomous. On the other hand, online peer-feedback also revived their sense to be 

independent learning. It is also harmonized with (Appana, 2008) that every e-learning activity will 

raise students’ responsiveness and flexibility. This responsiveness makes students becoming 

autonomous. Other advantages of online peer feedback are increasing the students’ critical thinking 

Furthermore, there were five out of six participants stated that the activity of online peer-feedback also 

reinforced them to be more critical. This could be happened because along giving the comment, the 

participants also had a chance to find other resources to be used in giving comment. This ocean of 

knowledge also require student to be more selective. Therefore, they felt that the critical thinking was 

needed in selecting the knowledge. (Li & Grion, 2019) stated that in giving peer feedback, students 

would use their critical thinking to find the best comments or suggestion toward their friends’ work. It 

is also in line with (Ke & Hoadley, 2009) that online learning and communities will build participant’s 

learning skill and knowledge. The learning skill of critical thinking also raised in the process of giving 

online peer feedback. 

Researcher also found that online peer feedback giving a disadvantage which happen because 

of the amount of the task that students need to be reviewed. In this case, each student needs to review 

five tasks from their others. Researcher assumed that this happen because their effort has been already 

put on the criticizing of each task that they face. This finding also contradicted with Gazi (2009) said 

that e-learning process whatever it takes, it will build a positive attitude. In fact, the participant feel 

that the activity of online peer feedback decreased their focus and quality of their work comparing to 

one another work. Since the participants' experiences in this research had to put review on more than 

five papers, so the finding found that the participants' feedback were varied because the amount of the 

works to be reviewed by the students. 

 

CONCLUSION 

Development of technology impacts many things including the education side. Ten years ago, we only 

know that the learning activity should be done in the classroom with the teachers and students, but 

right now the appearing system in education called “E-Learning” change the terms. The teacher only 

needs to put a material in the e-learning system and the students will read and do the activity in the 

system and they all do not need to come to the class.  

Previous studies had been conducted by the researcher toward E-learning system such as 

Murdock & Williams (2011) found that an interactive online learning community allows students to 

develop strong relationships with fellow students.  It provides learners with opportunities to meet 

regularly with their partners for collaborative construction and improvement of knowledge about 

chosen topics. (Ke & Hoadley, 2009) also did research and found that a great deal of literature suggests 

that online learning communities are an effective way to promote the sharing and building of 

knowledge by learners. 

Due to the limitation in this study such as participant and place of research, this study cannot 

measure the perspective of online peer feedback in a context especially Indonesian context. It is highly 

suggested to scholars to take wider participant number and place of research, so that the result of the 

research can be used as a representative of a context. As mentioned before in the introduction, the 

study also can be used to implicate the use of online peer-feedback for teacher or in a department. The 

researcher imply that online peer-feedback can be applied to boost students’ autonomy. However, the 

amount of task must be calculated properly so that students will be able to give feedback to others with 

stable result of each task.  
 

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