STUDENTS' PERCEPTIONS TOWARDS THE USE OF DIALOGIG FEEDBACK IN MOBILE APPLICATIONS FOR STUDENTS' WRITING: A CASE STUDY

Previous feedback research has shown its limitation - students were unable to receive feedback after school hours for their assignments. In this study, mobile Applications (m-Apps) dialogic feedback was used to enhance and improve weak students' writing tasks. Students were able to stay in contact with their instructors after school hours for feedback. Informal learning theory was use as the theoretical framework to design the research. Eighty students participated in this study. Quantitative and qualitative research methods were used in this study. All students participated in the survey process. Only twenty students were chosen to take part in the interview session. The reason for using interview was to corroborate the results with the survey administered. The outcomes of the research have shown that students were in favour of using m-Apps to provide feedback to students. However, students were not adapted to continuous correction for the contents. They were bored and sometimes confused with their work. Besides, students had shown their dissatisfaction over the academic term used in their work and the limited access to the internet is another issue which needs our concern. Future research can focus on the influence of sociocultural aspect in giving m-Apps dialogic feedback to students' writing tasks.