Impact of the Online Peer-Review Technique (OPRT) on Improving the Students' Ability of Paragraph Writing Using Facebook
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| Title: | Impact of the Online Peer-Review Technique (OPRT) on Improving the Students' Ability of Paragraph Writing Using Facebook |
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| Language: | English |
| Authors: | Grace B. Gimena (ORCID |
| Source: | Educational Process: International Journal. Article e2025097 2025 15. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Peer Evaluation, Writing Improvement, Social Media, Computer Uses in Education, Writing Skills, College Freshmen, Paragraph Composition, Anxiety, Emotional Response, English (Second Language), Foreign Countries, Majors (Students) |
| Geographic Terms: | Philippines |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: This study aims to evaluate the effects of the Online Peer-Review Technique (OPRT) in enhancing the paragraph writing skills of first year English major students. Materials/methods: The study used a quasi-experimental design to assess the effects of the Online Peer-Review Technique (OPRT) through Facebook on improving paragraph writing skills in university English majors, employing a pre-test/post-test method. The working group involved 24 respondents, comprising 21 females and three males. Results: The findings revealed that students experienced high writing anxiety during the pre-test, which significantly decreased in the post-test. This indicates that the respondents initially exhibited high anxiety levels, which diminished following the intervention. Regarding the emotional response to online peer feedback, the results showed consistently high levels for both the pre-test and post-test, suggesting a strong emotional engagement with the OPRT. Conclusion: The study found that the students' writing anxiety and emotion did not significantly change their paragraph writing skills after exposure to OPRT. These imply that the students' writing anxiety and emotions with the use of online peer feedback did not change before and after the paragraph writing skills with the use of OPRT. The study found that the students' writing anxiety entry level on the anxiety writing, the pre-attitude was high, but it became low in the post-attitude. This means the respondents did not gain a more positive attitude toward writing. On the use of online peer feedback, the students' entry level of attitude was high for both pre-attitude and post-attitude. This implies that the students are equipped with a positive attitude towards using online peer feedback. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475880 |
| Database: | ERIC |
| Abstract: | Background/purpose: This study aims to evaluate the effects of the Online Peer-Review Technique (OPRT) in enhancing the paragraph writing skills of first year English major students. Materials/methods: The study used a quasi-experimental design to assess the effects of the Online Peer-Review Technique (OPRT) through Facebook on improving paragraph writing skills in university English majors, employing a pre-test/post-test method. The working group involved 24 respondents, comprising 21 females and three males. Results: The findings revealed that students experienced high writing anxiety during the pre-test, which significantly decreased in the post-test. This indicates that the respondents initially exhibited high anxiety levels, which diminished following the intervention. Regarding the emotional response to online peer feedback, the results showed consistently high levels for both the pre-test and post-test, suggesting a strong emotional engagement with the OPRT. Conclusion: The study found that the students' writing anxiety and emotion did not significantly change their paragraph writing skills after exposure to OPRT. These imply that the students' writing anxiety and emotions with the use of online peer feedback did not change before and after the paragraph writing skills with the use of OPRT. The study found that the students' writing anxiety entry level on the anxiety writing, the pre-attitude was high, but it became low in the post-attitude. This means the respondents did not gain a more positive attitude toward writing. On the use of online peer feedback, the students' entry level of attitude was high for both pre-attitude and post-attitude. This implies that the students are equipped with a positive attitude towards using online peer feedback. |
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| ISSN: | 2147-0901 2564-8020 |
