JEELS
(Journal of English Education and Linguistics Studie.
P-ISSN: 2407-2575 E-ISSN: 2503-2194 https://jurnalfaktarbiyah.
id/index.
php/jeels THREADS-BASED PEER FEEDBACK IN DEVELOPING EFL STUDENTSAo WRITING SKILLS: PERCEPTIONS AND CHALLENGES *Siti Rowiyah1.
Bambang Yudi Cahyono2.
Ekaning Dewanti Laksmi3 1,2,3English Education Department.
Faculty of Letters.
Universitas Negeri Malang.
Indonesia *chicywavda@gmail.
fs@um.
fs@um.
(*) Corresponding Author Abstract: The inherent complexity of writing frequently engenders anxiety in English as a Foreign Language (EFL) students, leading to the necessity of teaching writing innovatively through technology-enhanced approaches.
Although extensive previous studies have investigated the implementation of technological tools in teaching writing, a significant research gap exists regarding learnersAo perceptions and reception of these tools, especially integrating Threads platform in serving peer Therefore, the present study aims to investigate EFL studentsAo perceptions on the effectiveness of Threads-based peer feedback as a mechanism for writing skill development.
Employing a mixed method, the Citation in APA style:
Rowiyah.
Cahyono.
Laksmi.
Threads-Based Peer Feedback in Developing EFL StudentsAo Writing Skills: Perceptions and Challenges.
JEELS, 12.
, 529-560.
DOI: 10.
30762/jeels.
Submission: March 2025.
Revision: April 2025.
Publication: June 2025 Rowiyah.
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Threads-Based Peer Feedback in Developing EFL StudentsAo Writing Skills: Perceptions and Challenges.
JEELS, 12.
, 529-560.
investigation collected the data through a questionnaire distributed to 20 EFL students experienced in Threadsbased peer feedback in a writing course.
Data from the close-ended questionnaire were analyzed using descriptive statistics through SPSS 24 version, while the results of the open-ended questionnaire were analyzed qualitatively through thematic analysis.
Findings reveal that the students perceived Threads-based peer feedback effectively facilitated students' impressive learning experience and enhanced engagement as well as comprehension through noticeable technological The students also perceived that Threads-based peer feedback improved their writing skills in multiple However, certain practical and technical challenges remain throughout Threads-based feedback This research is pedagogically significant to the emerging body of knowledge on the updated digital tool integration in language teaching, especially advanced English writing.
Keywords: EFL students, learning tool, peer feedback, technology.
Instagram Threads, writing skills INTRODUCTION In recent years.
EFL students have been required to develop strong writing skills in order to succeed academically, as English is widely used in academic and professional settings worldwide.
In the academic environment, students need to prove their academic capabilities through different written tasks, research or writing papers, and even publications in journals (Esfandiari et al.
, 2022.
Hadi et al.
However.
EFL students continue to struggle with writing skills due to the challenges with writing components such as organization, coherence, grammar accuracy, and academic style (Lee & Schmidgall.
Rowiyah, 2.
The study by Aldabbus and Almansouri .
indicated that both graduate and undergraduate students encounter challenges in academic writing, including selecting suitable academic vocabulary, formulating a thesis statement, organizing ideas, and composing coherent paragraphs.
These challenges highlight the need Rowiyah.
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for effective instructional strategies to minimize writing anxiety and enhance EFL studentsAo writing skills.
In response to these challenges, technology-based teachinglearning approaches have been introduced to support writing The integration of digital tools in writing classes provides interactive and accessible learning experiences, enabling students to receive more structured feedback and improve their writing skills (Hasumi & Chiu, 2024.
Putra et al.
, 2020.
Regan et al.
, 2.
The rapid digital transformation in education has increased the demand for innovative tools that enhance writing instruction and automate feedback (B.
Lee & Al Khateeb, 2.
Integration of technology in writing classes also brings opportunities to create dynamic and accessible learning experiences that can address students' diverse needs and learning preferences more effectively (Ebadi & Bashir, 2021.
Floris et al.
, 2.
Technology provides unique features and creative opportunities that traditional methods lack.
The employment of digital multimedia in teaching writing as the manifestation of technology use is helpful since it can facilitate the visualization of writing concepts and peer-sharing opportunities, and create an innovative breakthrough in written corrective feedback (Purnomo et al.
, 2021.
Xu.
A study by Abdulrahaman et al.
found that the efficacy of diverse multimedia tools employed across different target groups and themes is also ascribed to the integrated technology and components.
One widely recognized method for enhancing writing skills is peer feedback.
As an assessment-for-learning approach, peer feedback has garnered significant attention among educators for over four decades as it encourages students to critically evaluate each otherAos work, improving their understanding of writing structures and academic discourse (Meletiadou, 2.
Studies have shown that peer feedback not only enhances writing quality but also cultivates studentsAo cognitive, behavioral, and emotional engagement with the writing process (Tsao, 2021.
Zhang et al.
, 2.
Integrating technological tools and multimedia in peer feedback is a great concept as it incorporates engaging instruments into a beneficial strategy.
study by Guo et al.
proved that the intervention of AI technology Rowiyah.
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Threads-Based Peer Feedback in Developing EFL StudentsAo Writing Skills: Perceptions and Challenges.
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in the peer review system enhanced studentsAo feedback quality.
Moreover.
Awada and Diab .
compared the online peer review to face-to-face peer review, resulting in significant outperformance of the online peer review participants compared to face-to-face peer review The innovation of conventional feedback into digital-based feedback is considered a way for educators to create a positive environment, since a more pleasant strategy helps reduce students' writing anxiety (Setyowati et al.
, 2.
Although previous studies have done investigations on writing instruction using technical and digital tools for feedback (Imsa-ard & Barrot, 2024.
Jiang & Yu, 2022.
Law & Baer, 2020.
Sari & Cahyono, 2.
little is known about EFL studentsAo perspectives on using specialized applications like Threads for peer feedback.
Prior research has predominantly focused on the influence of digital tools on enhancing students' writing, with only a limited number of studies addressing specialized programs that facilitate threaded discussions for peer feedback.
In a separate unpublished report based on a study that we conducted at a state university in Ponorogo.
Indonesia.
Instagram Threads, a social media-based application, has been utilized as a peer feedback platform in a Paragraph Writing course attended by a group of EFL students.
Meanwhile, another group of EFL students was taught by using the conventional method.
We found that the students taught using Threads outperformed those taught using conventional methods, as proven by the results of relevant assessments conducted by the instructor.
Threads is a new app launched in July 2023 as an innovative application developed by the Instagram team to facilitate users sharing ideas and engaging in discussions globally.
The feed comprises threads from individuals the user follows and new creators yet to be discovered.
Creation is straightforward, with 500 characters in each section available for real-time changes and the capability to include links, images, and videos (Creators, 2.
This app has offered a more refined and enhanced interaction with writing, offering features designed to support detailed and threaded discussions on writing, making feedback more organized and effective (Meta, 2.
However.
Rowiyah.
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Threads-Based Peer Feedback in Developing EFL StudentsAo Writing Skills: Perceptions and Challenges.
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, 529-560.
little research has been reported regarding EFL students' perceptions of the contributions of such Threads-based peer feedback in promoting their writing skills (Afolaranmi, 2023.
Zhang et al.
, 2.
To address this gap, our study explores how EFL students perceive the use of Threads for peer feedback.
Specifically, this research aims to answer the following research questions:
How do EFL students perceive the effectiveness of Threads-based peer feedback as a learning tool in their writing skills What are the technological features of the Threads application that the students perceived support effective peer feedback in EFL writing? What aspects of writing skills do the students perceive most effectively developed from Threads-based feedback? What aspects of Thread-based peer feedback do students perceive most beneficial in developing their writing skills? What challenges did students experience when using Threads for peer feedback activities? METHOD Research Design and Participants The present study employed a mixed-method research approach, precisely the convergent design, to answer the research questions objectively.
In convergent mixed methods, a researcher gathers quantitative and qualitative data, analyzes them independently, and subsequently compares the results to determine whether the findings corroborate or contradict one another (Creswell & Creswell, 2.
This study investigated EFL studentsAo perceptions on the effectiveness of Threads-based discussions in developing their writing skills.
A total of 20 third-semester students from an EFL undergraduate class of a state university in Ponorogo.
Indonesia, who joined a Paragraph Writing course, participated in this study.
They were experienced of being taught using Threads or Instagram Threads in the writing course and using peer feedback on their writing tasks through the social media platform.
The students were taught writing Rowiyah.
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Threads-Based Peer Feedback in Developing EFL StudentsAo Writing Skills: Perceptions and Challenges.
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, 529-560.
using Threads for a half-semester.
They were trained to write on their Threads profiles to complete the writing tasks.
The researchers have not found any similar case of teaching writing using Threads in another educational setting.
Threads were used to post studentsAo writing tasks and the feedback discussion with their peers through the comment Thus, it is appropriate to examine students' perceptions through a combination of both quantitative and qualitative approaches to generalize the predominant beliefs regarding its usefulness, advantageous technological characteristics, and the writing skill aspects that were most enhanced by Threads-based peer feedback and challenges that may emerge from the activity.
Research Instrument The researchers used a questionnaire to gather data on studentsAo perceptions of the effectiveness of Threads-based peer feedback in developing studentsAo writing skills.
The questionnaire consists of 35 close-ended questions with four-point Likert scale answers (Strongly Agree.
Agree.
Disagree, and Strongly Disagre.
and 2 open-ended questions to support and compare the result of the close-ended questionnaire qualitatively.
The questionnaire was developed and referred to Huisman et al.
with three main aspects gathered, including the effectiveness of Threads-based peer feedback as a learning tool in studentsAo writing development, the technological features of the Threads application that support effective peer feedback in EFL writing, and the aspects of writing skills the students perceive most effectively developed from Threads-based feedback.
Each aspect has three categories of expected answers, which were then generated into statements in the questionnaire.
The categories of the first research aspect consist of the learning experience, feedback quality, and learning tool effectiveness, comprising 14 items.
The second aspect consists of 9 items, including accessibility features, user interface features, and technical capabilities.
The last aspect has 12 items that cover content development, organization and structure, and language Meanwhile, the 2 open-ended questions asked about the aspects of Threads-based peer feedback that the students perceive as Rowiyah.
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Threads-Based Peer Feedback in Developing EFL StudentsAo Writing Skills: Perceptions and Challenges.
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most beneficial in developing their writing skills and the challenges they experienced during the activities (See Appendix A and B for the blueprint of the questionnaire.
Before administering the questionnaire to the respondents, the researchers had previously checked the content validity by consulting the questionnaire with an expert utilizing nine criteria of an effective questionnaire: alignment with research objectives, coverage of pertinent aspects, clarity of wording, ease of comprehension, effectiveness of instructions, appropriateness of response options, interpretability of responses, avoidance of ambiguity, and The researchers assessed criterion validity via Pearson correlation, yielding a P-value of <0.
50, indicating that the questionnaire was valid.
The researchers also checked the reliability by calculating the coefficient using CronbachAos Alpha formulae.
The reliability analysis was conducted to determine the internal consistency of the questionnaire items measuring studentsAo perception of the effectiveness of Threads-based peer feedback in developing studentsAo writing skills.
Tables 1, 2, and 3 show the result of CronbachAos Alpha calculation of the close-ended questionnaire reliability.
Table 1.
Reliability analysis of effectiveness questionnaire Scale Reliability Statistics Cronbach's Alpha Scale Table 2.
Reliability analysis of technological features questionnaire Scale Reliability Statistics Cronbach's Alpha Scale Table 3.
Reliability analysis of writing skill aspect questionnaire Scale Reliability Statistics Cronbach's Alpha Scale Rowiyah.
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The results of CronbachAos Alpha analysis show that the reliability coefficient of the effectiveness questionnaire is 0.
Meanwhile, the coefficient reliability of the Threads technological feature questionnaire is 0.
896, and the writing skills questionnaire coefficient is 0.
All sections of the questionnaire gained a CronbachAos Alpha coefficient >0.
70, which means the questionnaire was reliable, good, and consistent, measuring the same characteristics.
Procedure of Data Collection The researchers disseminated the questionnaire to the entire class of 20 students who had ever taught implementing Threads-based peer feedback in the Paragraph Writing course via Google Forms to collect the data.
They were allotted one week to complete and submit the questionnaire to the researchers.
All participants expressed their willingness to engage in the research.
They were informed that their identities were kept confidential and used only for research purposes.
Finally, there were 20 students who returned the questionnaire to the researchers for data analysis.
Data Analysis The data collected from close-ended questionnaires were analyzed using a descriptive statistics formula with SPSS 24 version To summarize students' responses for each section of the questionnaire, mean (M) and standard deviation (SD) were calculated.
These interpretations were extracted assuming the data and described to be tabulated to respond to the research objectives and offer insight into the effectiveness of Threads-based peer feedback in developing their writing skills.
The overall means were interpreted as follows.
Table 4.
Interpretation of mean (Pimentel, 2.
Ranges of means Positive statement Negative statement Strongly Agree Strongly Disagree Agree Disagree Disagree Agree Strongly Disagree Strongly Agree Rowiyah.
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Meanwhile, the standard deviation (SD) is interpreted according to Table 5.
Table 5.
Interpretation of standard deviation (Ruiz, 2015.
Zambrano et al.
, 2.
Positive statement 00 Ae 0.
Very low variation 51 Ae 1.
Low variation 01 Ae 1.
High variation >1.
Very high variation The results from the open-ended surveys were thematically evaluated and coded to identify the primary key terms in students' responses about the most beneficial aspects of Threads-based peer feedback and the challenges they experienced.
FINDINGS
StudentsAo Perceptions on the Effectiveness of Threads-Based Peer Feedback as A Learning Tool in Their Writing Skills Development The first research question explored the studentsAo perceptions on the effectiveness of Threads-based peer feedback as a learning tool in developing their writing which was identified from the aspects of studentsAo learning experiences, feedback quality, and perceived learning tool effectiveness.
Table 6 presents the descriptive statistics of the studentsAo learning experience utilizing Threads-based discussion.
Table 6.
Students learning experience using Threads-based feedback Statement Threads-based peer feedback improves my engagement in I feel comfortable to give feedback to my peers through Threads I feel comfortable receiving feedback from my peers through Threads comments.
The feedback I receive through Threads comments is Rowiyah.
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Threads-based peer feedback makes learning time more Using Threads for peer feedback increases my motivation to improve my writing.
Table 6 shows that students mostly agree that Threads-based feedback improves classroom engagement (M=3.
SD=0.
They feel comfortable giving and receiving feedback (M=3.
and perceive it as interactive and time-efficient (M=3.
SD=0.
However, the motivation improvement caused by Threads-based peer feedback shows more diverse experiences among students, with the highest standard deviation (SD=0.
Subsequently, the second aspect of effectiveness is the feedback quality they received through the Threads platform, as shown in Table 7.
Table 7.
Perceived Threads-based feedback quality Statement My peers write useful comments for my writing through Threads.
My peers give me deep discussion of feedback in the Threads I did not receive supportive feedback in Threads comments.
The feedback I receive in Threads is relevant to the writing task.
The feedback in Threads helps me to understand what I need to improve in my writing.
Students generally agree that feedback from peers in Threads is relevant and enhances their understanding (M=3.
SD=5.
They also have a strong consensus that Threads-based feedback is constructive (M=3.
SD=0.
However, their responses show moderate consensus on the depth of feedback (SD=0.
They predominantly concur on the use of Threads-based peer feedback, despite some claims of not very deep discussions.
Furthermore, the researchers also identify the learning tool's effectiveness, as shown in Table 8.
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Threads-Based Peer Feedback in Developing EFL StudentsAo Writing Skills: Perceptions and Challenges.
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, 529-560.
Table 8.
Perceived learning tool effectiveness Statement Using Threads makes it easier to give feedback to my peers.
Threads support me to interact with my peers in the writing I feel satisfied with Threads-based peer feedback in developing my writing skills.
The analysis presented in Table 8 indicates that students largely concur on the effectiveness of the Threads tool in their peer feedback activities, as evidenced by strong agreement on ease of use (M=3.
and interaction support (M=3.
, along with moderate agreement on overall satisfaction (M=3.
These results in unity suggest that Threads is a promising tool for facilitating peer interaction among EFL students and making writing feedback more accessible.
Technological Features of Threads Application that Students Perceived Support Effective Peer Feedback in EFL Writing The second research question investigates further the effectiveness of Threads-based peer feedback by seeking information on specific technological features the students perceive as supporting effective peer feedback in EFL writing consisting of accessibility features, user interface features, and technical capabilities.
Table 9 displays the descriptive statistics about the accessibility features of the Threads application as perceived by students.
Table 9.
Perceived accessibility features Statement It is difficult to access Threads-based feedback at any time.
I can easily find previous feedback in Threads.
The students, with a mean of M=3.
25, disagree that accessing Threads-based feedback is challenging at any moment, yet concur that retrieving prior feedback in the Threads program is straightforward (M=3.
The subsequent technological features pertain to user interface characteristics, as seen in Table 10.
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Threads-Based Peer Feedback in Developing EFL StudentsAo Writing Skills: Perceptions and Challenges.
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Table 10.
Perceived user interface features Statement The menu on Threads is well-organized.
I cannot easily track conversation Threads in the feedback.
I receive alerts about my peer responses in Threads.
The data indicates that Threads notification of peer responses is the most robust interface feature facilitating peer feedback activities (M=3.
The students could also monitor prior feedback discussions on Threads, which may assist them in recalling the lessons acquired, as indicated by the disagreement of challenge in tracking the conversation (M=3.
The menu on Threads was acknowledged as well-organized (M=3.
SD=0.
, suggesting that the Threads interface features serve as a valuable tool for facilitating peer feedback activities with additional necessary improvements.
The final part of technological qualities analyzed here is technical capabilities, as illustrated in Table Table 11.
Perceived technical capabilities of Threads Statement I can add visual elements to support my comment.
I cannot easily share images in Threads.
I can manage my comments to revise my feedback after posting.
I cannot monitor feedback history in Threads.
Table 11 indicates that all assertions on the technical capabilities of Threads were viewed favorably, with means between 2.
51 and 3.
The students' consensus about the ability to incorporate visual elements (M=3.
SD=0.
aligns with their dissent concerning challenges in sharing photographs in Threads (M=3.
SD=0.
Simultaneously, the students' consensus on their ability to manage feedback post-publication (M=3.
SD=0.
is corroborated by their dissent concerning the inability to track feedback history (M=3.
SD=0.
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Threads-Based Peer Feedback in Developing EFL StudentsAo Writing Skills: Perceptions and Challenges.
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Aspects of Writing Skills the Students Perceived Most Effectively Developed from Threads-Based Feedback The third research question examined the writing skills aspect the students perceive most effectively developed from Threads-based feedback practices that was measured from the aspect of content development, organization and structure as well as language Table 12 shows the results of studentsAo voices on the effect of Threads-based feedback in developing the content of writing.
Table 12.
Content development in writing skills Statement Threads-based peer feedback can better formulate my essayAos main idea.
Peer feedback in Threads makes me difficult to use examples in Threads-based feedback helps me explain my ideas more Threads-based feedback helps me stay focused on the topic.
The students concur that Threads-based peer feedback enhances the capacity to articulate the primary idea, elaborate on concepts, and sustain topic relevance in writing (M=3.
Simultaneously, the discovery concerning the challenges of example utilization in writing, opposed by students (M=3.
, suggests that Threads offers dependable assistance for this crucial writing The subsequent analysis pertains to writing organization, as illustrated in Table 13.
Table 13.
Organization and structure development in writing skills Statement I learn to structure my essays better through peer feedback in Threads.
Threads-based feedback helps me organize my paragraphs more logically.
I learn to connect ideas more smoothly through peer feedback in Threads.
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Some insights about how Threads-based peer feedback influences studentsAo development of organizational and structural writing skills are displayed in the table.
The students believe that Threads-based peer feedback triggers them to learn to connect ideas smoothly (M=3.
SD=0.
Following this, they also admitted that Threads-based feedback assists them in organizing more logical paragraphs (M=3.
SD=0.
The skill of structuring better essays through peer feedback also gains positive agreement, with a lower mean (M=3.
but with the most consistent responses (SD=0.
The last considerable aspects of writing in this investigation are related to language components, presented in Table 14.
Table 14.
Language component development in writing skills Statement I learn to choose more formal words through peer feedback in Threads.
Threads-based feedback is not helpful to me in identifying and correcting grammar errors.
Threads discussions help me create more effective sentences.
Threads discussions help me correct punctuation errors.
Threads discussions help me maintain consistency in my writing style.
The statistical analysis indicates that Threads-based peer feedback significantly contributes to language growth in writing, with punctuation as the most supported aspect due to its visual nature and contextual relevance.
Consistency in writing style appeared as the second most strongly praised detail, despite varying experiences.
Peer feedback enhances vocabulary development, as students are instructed to acquire and utilize more formal vocabulary throughout productive and receptive language activities.
The user experience with the lowest standard deviation is sentence efficacy (SD=0.
Enhancements in grammar are also beneficial with moderate standard deviations (SD=0.
Overall, peer-to-peer feedback on Threads facilitates various facets of studentsAo language development.
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Aspects of Threads-Based Peer Feedback Students Perceived Most Beneficial in Developing Writing Skills Students expressed their preferred aspects of Threads-based peer feedback for facilitating their writing skills through open-ended Several key aspects of the data were shown in Table 15.
Table 15.
Open-ended responses of the most beneficial Threads-based peer feedback aspects Question: What aspects of Threads-based peer feedback are most beneficial in developing your writing skills? Please explain why.
Aspects Learning Feedback Accessibility Technical Content Language Representative quote The feedback from my peers on Threads facilitates communication and opens writing collaborations to create better writing.
- Respondent 1 .
pen-ended questionnaire.
February 13, 2.
Using Threads, the writing becomes more efficient and - Respondent 10 .
pen-ended questionnaire.
February 15, 2.
We can identify where our writing is missing and where it is wrong and get new online friends.
- Respondent 6 .
penended questionnaire.
February 13, 2.
The most beneficial part was that there was a combination of critical feedback on topic, structure, and writing style, as well as the opportunity to connect and discuss ideas.
- Respondent 7 .
pen-ended questionnaire.
February 13, 2.
The feedback I receive on Threads provides recommendations and corrections that help me uncover little errors in my writing and become more thorough.
- Respondent 12 .
pen-ended questionnaire.
February 15, 2.
Accessible at any time, so there's no need to wait until the next meeting to address my mistakes.
- Respondent 20 .
pen-ended questionnaire.
February 17, 2.
Images can be included, as it is easier to grab viewers' attention.
- Respondent 2 .
pen-ended questionnaire.
February 13, 2.
I enjoy receiving feedback and recommendations, as well as justifications for words and sentences, to help me improve the coherence of my writing.
- Respondent 17 .
pen-ended questionnaire.
February 15, 2.
The feedback I frequently receive concerns grammar and vocabulary correction and even Indonglish, which I frequently - Respondent 8 .
pen-ended questionnaire.
February 15.
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The researchers analyzed the trends of the most valuable aspects of Threads-based peer feedback perceived by students by coding the most frequent terms into Figure 1.
eA Figure 1.
The perceived most beneficial aspect of Threads-based peer The figure clearly indicates that students believe the quality of feedback is the most critical factor in Threads-based peer feedback As stated by respondent 7, the comments she received encompassed critical evaluations of the topic, structure, and writing style, along with the chance to engage in discussions about concepts.
This indicates that students were cognizant of assessing the impact of Threads-based peer comments on their writing enhancement.
Challenges Students Experience when Using Threads for Peer Feedback Activities Despite favorable perceptions of Threads-based peer feedback, students encountered some challenges, including character restrictions, unfamiliarity with Threads interface, difficulties uploading illustrative components, and issues related to feedback, as articulated in the subsequent representative open responses.
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Table 16.
Open-ended responses of the challenges of Threads-based peer feedback Question: What challenges did you experience when using Threads for peer feedback activities? Please provide suggestions.
Challenges Feedback Quality Character Upload Connection Unfamiliar Representative quote In giving or receiving feedback through Threads.
I need to communicate clearly the feedback so as not to misinterpret it.
Respondent 1 .
pen-ended questionnaire.
February 13, 2.
Since our writing will be seen by public users, we will struggle to write better.
- Respondent 2 .
pen-ended questionnaire.
February 13, 2.
The challenge I experienced was that the paragraph I wrote had to be cut off if it met the maximum criteria for one posted in Threads and should be moved to the next session.
suggestion is that in the future, the Threads application can provide more space so that Threads users can upload their writing without a maximum of characters in one post.
Respondent 3 .
pen-ended questionnaire.
February 13, 2.
The Meta system is a little bit sensitive because my account has ever been banned because of a watermarked image.
Respondent 4 .
pen-ended questionnaire.
February 13, 2.
The network periodically has lagged, making uploads rather - Respondent 5 .
pen-ended questionnaire.
February 13, 2.
The functionality in Threads, which is still new to me, is a challenge because I must first learn it.
- Respondent 10 .
penended questionnaire.
February 15, 2.
The researchers summarize the main challenges by coding the themes of studentsAo responses, as illustrated in Figure 2.
Feedback Challenge Quality Concern Character Limit Upload Connection Unfamiliar Problem Issue Interface Figure 2.
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The figure indicates that the predominant problem encountered is the character limitation on Threads platform, compelling students to gauge the length of their paragraphs in a post.
Additional notable challenges include difficulties in uploading and a lack of experience with the Threads interface, as it is part of a fresh application.
conclusion, students predominantly view Threads-based peer feedback as a beneficial method for writing classes, as it provides novel learning experiences through innovative features, leading to improvements in engagement, motivation, and writing skills.
Nevertheless, many unforeseen challenges persist during its execution that require attention from instructors to tackle.
DISCUSSION
The discussion was managed following research questions by comparing the current studyAos findings with previous research and relevant theoretical frameworks.
The study's results on the perceived effectiveness of Threads-based peer feedback highlight that students generally agree that they have had positive learning experiences.
Engagement improvement in the writing classroom becomes the most significant among others in studentsAo learning experience.
This may result from the active dialogue among students facilitated by the educator in the classroom rather than unidirectional communication, as stated by students in their open-ended responses.
It is in line with the study by Brown et al.
who found a strategic approach to enhancing studentsAo academic engagement in online learning by focusing on communication and nudging from the teacher.
Meanwhile, the students also agreed that they got a sense of comfort in giving and receiving feedback on the Threads platform.
It is supported by Cao et .
that online peer feedback mitigates face-to-face humiliation, facilitating a more relaxed environment for peer feedback writing.
Besides, the implementation of Threads-based peer feedback was admittedly time-efficient and brought more vivid writing reviews.
This data corresponds with the study by Wang et al.
, .
that emphasized how digital learning platforms transform traditional peer feedback into a more dynamic and efficient learning experience.
Additionally.
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students reported that their motivation was improved since they engaged in Threads-based peer feedback.
It can serve as a supplementary option to self-assessment, addressing issues faced by learners who may lack motivation and fail to utilize the provided feedback efficiently (Supiani et al.
, 2.
Students perceived the time efficiency of Threads, as indicated in both closed and open-ended questionnaires, since this technology liberates them from the constraints of time limits in physical classrooms (Elboshi, 2.
Threads-based discussion enabled students to engage interactively while commenting on the provided written feedback.
Furthermore, the students believed they received high-quality evaluations from their peers, evidenced by the strong consensus on pertinent and thorough comments, as well as supportive and constructive criticism.
Shang .
states that peer feedback enhances automatic correction feedback and elucidates misunderstandings or specific aspects of studentsAo writing.
Concurrently.
Threads was seen as a user-friendly technology that facilitated interactive media, resulting in heightened student satisfaction.
This parallels the application of multimedia in language acquisition as demonstrated by Liang and Lim .
, revealing that incorporating digital multimedia, such as video production, is an innovative method for enhancing students' expression of ideas.
The research on Threads' technological attributes in facilitating effective peer feedback in writing indicated substantial favorable perceptions for certain tool components.
Students contended that Threads' constant accessibility and the availability of prior feedback enhance the application's effectiveness.
This approach enables students to access comments at any time, allowing them to rewrite and develop their writing from any location.
Wu .
analyzed that research on digital technology-enhanced learning yields similar results, offering advantages such as freedom from time and space constraints and rapid content updates.
Similarly, the Threads application's notification system emerged as the most impactful user interface feature.
The notification may serve as a reminder for students to reflect on their actions, assess Rowiyah.
Cahyono.
Laksmi.
Threads-Based Peer Feedback in Developing EFL StudentsAo Writing Skills: Perceptions and Challenges.
JEELS, 12.
, 529-560.
their writing, enhance their retention of writing courses, and improve their learning habits.
Gao et al.
performed a comprehensive analysis of studies on online peer feedback and discovered that researchers assessed its role in enhancing students' learning practices.
In addition, the Threads organized menu and conversation tracking capability received moderate ratings, which suggests room for This result is in line with Li et al.
that intelligent technological interactions were gradually engaged in education to provide students with more authentic and interesting teaching Finally, the technical capabilities of Threads application, especially visual element support and feedback management, bring better effectiveness in demonstrating multimodal feedback, which has been previously identified by Cheung .
as an essential thing in digital corrective peer feedback.
The results on the enhancement of students' writing abilities following their engagement with Threads-based peer feedback indicate favorable outcomes across various aspects.
Initially, regarding content growth, students indicated a steady enhancement in formulating primary ideas, utilizing supporting examples, and sustaining concentration on the writing issue.
This outcome is corroborated by evidence about how digital peer feedback platforms facilitate enhancing students' writing content growth through systematic feedback mechanisms.
Simultaneously, the elements of literary organization and structural development exhibit notable consensus, with seamless concept connectivity achieving the greatest ratings compared to others.
It is supported by Stewart .
who demonstrated that digital platforms enhance comprehension of textual arrangement via visual threading discussions.
The average scores of the questionnaire reveal consistent patterns, signifying consensus on comprehensive improvement in linguistic competence.
Students frequently observe punctuation issues, as their peers constantly remind them of these mistakes.
Subsequently, the uniformity of writing style illustrates the Threads platform's efficacy in facilitating the technical dimensions of writing.
These results align with Zhao .
about the advantages of digital platforms in Rowiyah.
Cahyono.
Laksmi.
Threads-Based Peer Feedback in Developing EFL StudentsAo Writing Skills: Perceptions and Challenges.
JEELS, 12.
, 529-560.
improving linguistic precision via peer review.
In conclusion.
Threadsbased peer feedback is regarded as effective in enhancing students' writing skills, especially in the utilization of language components, as students were able to remind each other of their writing errors without the constraints of time and space typical of traditional writing The results of the first question of the open-ended questionnaire reveal particular key terms of the most beneficial aspects students perceive in developing their writing skills.
Figure 1 shows that the most notable aspect regarded by the students is feedback quality, which reflects the feedback content and its impact that the students receive through the Threads platform, as mentioned by respondent 7 about the most beneficial part of Threads-based peer feedback on her writing skills consisting a combination of critical feedback on topic, structure, and writing style, as well as the opportunity to connect and discuss This observation aligns with the study R.
Zhang and Zou .
that technology-enhanced peer feedback lets students learn new knowledge and ideas for writing from explicit, accurate, and constructive feedback.
The language component development is Threads-based peer feedback's second most beneficial feature since it includes correction suggestions and justifications for proper word and phrase usage, enhancing writing coherence.
This finding complements what has been investigated by Law and Baer .
, which indicated that technology peer feedback interventions significantly enhanced writing skills, including confidence, revision capabilities, general English writing proficiency, and feedback skills.
Simultaneously, the educational experience has significantly influenced students, with participants indicating its effects on communication, collaborative writing, efficiency, and comprehension.
The collaborative dimension corresponds to the study by Gao et al.
that online blogs and discussion forums provide supplementary avenues for dialogue and engagement between feedback givers and recipients.
Moreover, technical capabilities, accessibility features, and content development receive comparable modest support from Rowiyah.
Cahyono.
Laksmi.
Threads-Based Peer Feedback in Developing EFL StudentsAo Writing Skills: Perceptions and Challenges.
JEELS, 12.
, 529-560.
students, indicating another notable benefit of utilizing Threads-based peer feedback from diverse perspectives.
The integration of the contemporary online media platform with this assessment for learning activity enables students to enhance their task presentations by incorporating illustrative media such as images and video and flexible time access, resulting in improved writing content formulation.
This enhancement is supported by Lu et al.
, who state that implementing peer feedback was notably more effective than selffeedback in enhancing the quality of students' writing.
Finally, illustrative is classified as multimodal elements of feedback delivery, correlating with the research by Ebadi and Dadgar .
which demonstrates that multimodal feedback enhances engagement and personalized learning within a more dynamic and formative language learning context.
Additionally, the learning experience of having Threads-based peer feedback was valued a little bit more since the activity facilitated communication and open writing collaboration.
This aspect aligns with sociocultural theories that highlight the social formation of knowledge (Zhao, 2.
Ultimately.
Threads-based peer feedback enhanced students' technological awareness and refined their capacity to provide constructive criticism to their peers.
Besides many beneficial aspects, some students experienced challenges in Threads-based peer feedback activities, especially issues about adjusting character limits since the Threads application provides 500 characters for a single thread session.
Users can continue writing to the following thread by clicking the Auadd threadAy menu.
However, students may often forget this solution since Threads is a new application that students feel is less familiar with its features.
This belongs to the second most significant challenge, the unfamiliar It is different from the studentsAo barriers in the study by Elboshi .
who found that the major web-based enhanced feedback constraint is the deficiency of fundamental language abilities among students, hindering their ability to compose error-free and coherent sentences, a frequent obstacle for many ESL learners.
Challenges regarding feedback arise when some students emphasize the need for clear communication with the comments to Rowiyah.
Cahyono.
Laksmi.
Threads-Based Peer Feedback in Developing EFL StudentsAo Writing Skills: Perceptions and Challenges.
JEELS, 12.
, 529-560.
prevent misinterpretation.
This practice compelled students to engage in interactions, which may occasionally provide difficulties for those averse to social engagement.
It is in correlation with the next challenge, which is about studentsAo concern about their writing quality, which comes from the public nature of the Threads platform.
Respondent 2 mentioned that he needs to struggle to write better because he knows that public users will see his writing.
Although public visibility can motivate better performance, some students may feel anxious due to less confidence.
It differs from the statement in the study by Muftah .
that the benefit of social media is the diminished fear associated with communicating.
This difference may be caused by the different ways social media is used, whether for entertainment or task Additional technical constraints include connectivity issues and difficulties with post-uploads.
These challenges frequently arise in online education due to the varying quality of internet connectivity across different regions and service providers.
It aligns with the research findings by Huang et al.
regarding the challenges of chatbot use for language learning, including technological limitations, novelty effects, and cognitive load.
In conclusion, experienced students viewed the utilization of Threads-based peer feedback positively, appreciating its novelty as a distinct learning experience.
However, because it is a new application, educators must adequately prepare before implementation by providing comprehensive technical support and clear participation guidelines to mitigate potential technical and practical challenges.
CONCLUSION
The findings of the present study provide valuable insights into students' voices on the effectiveness of Threads-based peer feedback in developing EFL studentsAo writing skills.
The results indicate that Threads-based peer feedback was regarded as one of the positive ways to evaluate studentsAo writing since it brought students into new learning experiences that are impressive in fostering engagement, motivation, comfort, and time efficiency.
Other revealed facts are the Rowiyah.
Cahyono.
Laksmi.
Threads-Based Peer Feedback in Developing EFL StudentsAo Writing Skills: Perceptions and Challenges.
JEELS, 12.
, 529-560.
features of Threads application that exactly make the peer feedback process easier through some important examples of notification, comment management, availability of access every time, and visual completion of the posts.
The Threads-based peer discussion enhanced several critical facets of students' writing abilities.
Students believe that Threadsbased feedback has improved their proficiency in idea formulation, exemplifying writing, elucidating concepts, and maintaining focus on the writing theme.
Simultaneously, various writing restrictions facilitated by Threads-based peer feedback enhanced students' capacity to construct superior essays, arrange more coherent paragraphs, and link ideas more seamlessly.
Ultimately, linguistic components emerge as the most prominent elements influenced by Threads-based peer feedback in writing instruction, enhancing students' specific competencies in formal vocabulary, grammatical precision, and punctuation accuracy.
Implementing Threads-based peer feedback in English as a Foreign Language students' writing classes presents challenges.
Several students encountered difficulties, including adjusting the character limit of the interface, familiarizing themselves with the new interface to optimize functionality, engaging interactively during feedback activities regarding writing quality due to public visibility, and facing technical challenges such as upload problems and connectivity issues.
These problems underscore the imperative of meticulous execution when integrating social media platforms such as Threads into writing instruction.
This study offers improved insights into teaching strategies for advanced students, specifically in writing, to alleviate anxiety and foster a more conducive environment for writing assessment.
This study was constrained by the restricted number of participating samples, as research on Threads-based applications is exceedingly rare.
Therefore, future research is recommended to conduct Threads investigation in a larger sample to generalize the efficacy of the application better and compare the application with other relevant social media to test better performance in language teaching.
Rowiyah.
Cahyono.
Laksmi.
Threads-Based Peer Feedback in Developing EFL StudentsAo Writing Skills: Perceptions and Challenges.
JEELS, 12.
, 529-560.
Furthermore, since it is a perceptional study, it is advisable to undertake an experimental study on the integration of Threads in English writing courses to corroborate students' impressions with objective and quantifiable effects.
REFERENCES