Peer Feedback on EFL Students' Essay Writing through Google Classroom: A Multilingualism Study
Syamsiarna Nappu – Maemuna Muhayyang – Ratna Dewi – Radiah Hamid
DOI: 10.18355/XL.2025.18.04.08
Abstract
The present study explores the role of peer feedback in developing the essay writing ability of English as a Foreign Language (EFL) learners in a multilingual setting who engage in peer feedback on Google Classroom. Writing is an essential skill for academic and professional communication, and peer feedback is recognized as effective in improving students' writing performance. Yet, learners in multilingual EFL classrooms experience difficulties related to linguistic and cultural diversity that may have an impact on their writing development. The methodology is a mixed one, that is, quantitative and qualitative methods are used as well. There were 12 students from the English Education program of Universitas Muhammadiyah Makassar involved in the study. The students engaged in essay writing, peer feedback tasks, and utilising Google Classroom across a semester. The quantitative part included the quality of students' essays before and after receiving peer feedback, and the qualitative part included students' attitudes towards peer feedback, Google Classroom, and how multilingualism affects writing skills. The findings revealed that peer feedback had a significant effect on their essay quality, especially in aspects as organization, coherence, and grammar. Students also reported favorable attitudes toward peer feedback and Google Classroom, although a few experienced hurdles concerning their English proficiency. The results suggest that peer feedback has its promise in multilingual EFL classrooms and how well digital programs, such as Google Classroom, may facilitate collaborative learning. The research is a part of the ever-increasing exploration of peer feedback, multilingualism, and technology in EFL.
Key words: peer feedback, essay writing, google classroom, multilingualism
Pages: 115-133
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