View in EDS

Impact of the Online Peer-Review Technique (OPRT) on Improving the Students' Ability of Paragraph Writing Using Facebook

Saved in:
Bibliographic Details
Title: Impact of the Online Peer-Review Technique (OPRT) on Improving the Students' Ability of Paragraph Writing Using Facebook
Language: English
Authors: Grace B. Gimena (ORCID 0000-0002-4898-1552)
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1475880
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1475880
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Impact of the Online Peer-Review Technique (OPRT) on Improving the Students' Ability of Paragraph Writing Using Facebook
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Grace+B%2E+Gimena%22">Grace B. Gimena</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4898-1552">0000-0002-4898-1552</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2025097 2025 15.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Paragraph+Composition%22">Paragraph Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1475880
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1475880
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Writing Improvement
        Type: general
      – SubjectFull: Social Media
        Type: general
      – SubjectFull: Computer Uses in Education
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Paragraph Composition
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Philippines
        Type: general
    Titles:
      – TitleFull: Impact of the Online Peer-Review Technique (OPRT) on Improving the Students' Ability of Paragraph Writing Using Facebook
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Grace B. Gimena
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2147-0901
            – Type: issn-electronic
              Value: 2564-8020
          Numbering:
            – Type: volume
              Value: 15
          Titles:
            – TitleFull: Educational Process: International Journal
              Type: main
ResultId 1