Balancing positivity and challenges: A case study of students' perceptions of online peer feedback in writing

This study seeks to examine students’ viewpoints regarding online peer feedback processes in writing assignments. We used an exploratory case study methodology to gather data through semi-structured interviews, which we then analysed using thematic analysis, as described by Braun and Clarke (2012). The participants were two students studying English at an Eastern Priangan, West Java university. The findings revealed that both students had favourable and demanding views of online peer feedback in writing. Positive opinions among students encompass multiple sub-themes, including the significance of peer feedback in writing activities, the role of the lecturer in providing peer feedback in writing activities, and the capacity to develop own strategies for online peer feedback in writing activities. Conversely, the sub-themes of students’ problematic perspectives include experiencing stress and doubting the credibility of the comments provided. This study examines students’ perspectives on online peer feedback in writing tasks, where a consensus favours positive views. To improve the design of online peer feedback activities in writing, future studies should examine specific techniques and evaluate students’ perspectives on the treatment from various lecturers when assigning online peer feedback. Moreover, augmenting the total number of participants and scrutinized documents could yield more thorough insights and enhance the execution of online peer criticism in writing activities.