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All Journal Klasikal: Journal of Education, Language Teaching and Science Abdi Laksana : Jurnal Pengabdian Kepada Masyarakat PENGABDI: Jurnal Hasil Pengabdian Masyarakat ARRUS Journal of Social Sciences and Humanities Jurnal Abdimas Komunikasi dan Bahasa Bakti Budaya: Jurnal Pengabdian kepada Masyarakat Dedikasi: Jurnal Pengabdian Kepada Masyarakat JTechLP Abdimas Indonesian Journal Phonologie : Journal of Language and Literature JoEELE Seminar Nasional Hasil Penelitian LP2M UNM Celebes Journal of Language Studies INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) Jurnal Pengabdian Negeri BAKTI : Jurnal Pengabdian Kepada Masyarakat Welfare: Jurnal Pengabdian Masyarakat Axiology
Novia, Lely
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Journal : Celebes Journal of Language Studies

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Exploring the Intensity of Corrective Feedback in Online English Instruction: A Study of Synchronous and Asynchronous Modes Muhayyang, Maemuna; Novia, Lely
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.230

Abstract

This research examines the degree of intensity in the delivery of corrective feedback (CF) by EFL lecturers within online English language instruction, with particular attention to synchronous and asynchronous communication modes. Adopting a descriptive qualitative framework, the study gathered data through classroom observations and in-depth interviews with eight lecturers teaching various English courses at Universitas Negeri Makassar. The analysis centered on three principal dimensions of feedback intensity: attention, duration, and frequency. The results indicated that CF provided via synchronous platforms—such as video conferencing or real-time chat—was generally more immediate, intensive, and frequent. This mode enabled lecturers to address student errors dynamically and offer direct feedback that fostered metacognitive engagement and timely revisions. Conversely, CF delivered asynchronously through tools such as email, discussion forums, and learning management systems was found to be less intensive, broader in scope, and delayed, often influenced by limited student engagement and the self-directed nature of asynchronous interaction. Despite these differences, asynchronous feedback facilitated more deliberate and structured responses. The study underscores that CF intensity is influenced by technological capabilities, the nature of the course content, and the frequency of lecturer-student interaction. It concludes that a strategic integration of both synchronous and asynchronous feedback modalities can significantly improve the effectiveness of online English language instruction.
Students’ Perspectives on the Intensity of Lecturer Corrective Feedback and Its Impacts on Their Self-Confidence and Self-Expression in Learning English Muhayyang, Maemuna; Novia, Lely; Nappu, Syamsiarna
Celebes Journal of Language Studies Vol. 5, No. 2 December 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i2.264

Abstract

The purpose of this study is to obtain data regarding students' perceptions of the intensity of corrective feedback (CF) provided by lecturers and its influence on their self-confidence and self-expression abilities. To achieve the above objectives, a qualitative approach was used thru in-depth semi-structured interviews conducted with students from the English Language Education Study Program, Faculty of Languages and Literature, Makassar State University, who were taking English courses thru synchronous and asynchronous media. To analyze the data obtained, this study uses thematic analysis, which includes the stages of transcription, data reduction, coding, categorization, and the extraction of thematic meaning. The results of the research data analysis show that (1) students positively perceive the intensity of corrective feedback, which includes attention, duration, and frequency, differing between one lecturer and another because synchronous CF provides space for direct interaction and quick clarification, while asynchronous CF gives students the opportunity to reflect and correct errors independently; and (2) the intensity of CF has a positive impact on increasing students' self-confidence and self-expression in English, both orally and in writing, although feedback that is too frequent and delivered inappropriately can reduce motivation and cause anxiety. The results of this study conclude that a balance of intensity and approach in providing corrective feedback has a positive impact on the optimal linguistic and psychological development of students.
Co-Authors Abdul Wahid Akmal, Muh. Syarifuddin Amaliah, Suci Amin, Fatimah Hidayahni Anastasia Anastasia Andi Ahmad Ahkam Andromeda Valentino Sinaga Ariyani, Amra Arman Asfah, Indrawaty Asriati Asriati, Asriati Audyna Muhiddah Burhamzah, Muftihaturrahmah Chalik, Muh Rezky Fauziah Fauziah Fauziah, Fauzia Fitriyani Hajar, Andi Jariyah A, Ainun Jayadi, Karta Kabubu, Rusmala Dewi Kamariah, A. Kamila, Athiya M, Musdalifa Maemuna Muhayyang Mardiani, Reski Monoarfa, Merrisa Muh. Rezky Chalik Muhiddah, Audyna Munir Murni Mahmud Mustikawati, Yunitari Noni, Nurdin Nurdin Noni Patak, Andi Anto Rahmat Mahmud Rifani Vidia Rimma Sianipar Riny Jefri, Riny Samtidar, Samtidar Saputra, Allan Selviyani Seny Luhriyani Sunusi Suci Amaliah Suli, Virgita Crustia Syafir, Muhammad Isnawan Syamsiarna Nappu, Syamsiarna Vidia, Rifani Virgita Crustia Yani, Selviyani Yunitari Mustikawati Yusuf, Rudy