Virtual Feedback: Exploring and Analyzing Students’ Acceptance as a Tool for Developing English Language Skills

Abstract

This study aimed to explore the reflective valuable data concerning what the students perceived towards the pedagogy of giving virtual or online feedback applied by the teachers through the virtual or online platforms of Zoom and the ClassStart in developing students’ English language skills. The perceptions of implementation of the platforms were, then, investigated through the distribution of the online questionnaires with the open-ended questions asking 134 students who were purposely selected from 250 students as participants, studying at a local university in Thailand, majoring in English Education after taking an Effective Presentation course, considered the compulsory subject. They have been through the course for being investigated their perceptions on giving feedback for enhancing their English skills for 30 hours, conducted 3 hours per week for a semester. The collected quantitative data from the first part of the Likert scale questionnaire were analyzed quantitatively through SPSS and ANOVA while the opened-ended questions were thematically described through the content analysis. The findings showed that applying the pedagogy of giving virtual or online feedback by the teacher through the application of Zoom and the ClassStart platform was advised not only specifically for teaching and learning language, but also for other courses as a mean of an assisted tool the educators can implement in their classes properly.