INVESTIGATING ZOOM AS A PLATFORM FOR SYNCHRONOUS ELECTRONIC FEEDBACK IN ACADEMIC WRITING
DOI:
https://doi.org/10.34125/jkps.v11i5.2938Keywords:
Penulisan akademik, Pedagogi digital, Literasi umpan balik, Umpan balik sinkron, ZoomAbstract
Digital technology integration in higher education has drastically changed teaching methods, especially in academic writing pedagogy. Synchronous electronic feedback via video conferencing services such as Zoom is a new strategy. The purpose of this study is to determine how effectively Zoom serves as a synchronous feedback platform for improving students’ academic writing skills, engagement, and feedback comprehension. 26 second-semester English Department students at STAIN Mandailing Natal participated in a descriptive qualitative study design. Open-ended surveys, Classroom observations, and student writing assignments were used to gather data. The results show that synchronous feedback greatly improves students’ comprehension and application of the input, resulting in gains in grammar, coherence, organization, and clarity of ideas. Additionally, because real-time communication is dynamic and dialogic, students showed increased levels of motivation, engagement, and participation during feedback sessions. However, issues like inconsistent internet access and disparities in digital literacy were also noted. According to the study’s overall findings, Zoom-based synchronous feedback is an effective teaching method that enhances academic writing outcomes in higher education settings, fosters feedback literacy, and facilitates interactive learning.
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