College Students' Experience in Online Asynchronous Peer Feedback in Writing


  • Bethany Marie Lumabi Far Eastern University, Manila, Philippines
  • Rhene Tabajen University of Makati, Makati, Philippines


online peer feedback, asynchronous learning, remote learning, process-oriented writing, COVID – 19


Writing is heavy, tedious, and difficult for college students. Likewise, writing instruction is equally arduous for teachers. The implementation of online and remote classes due to the COVID-19 pandemic becomes an opportunity for students to develop writing through their peers’ feedback. This study analyzes the college students’ experience and evaluation in online asynchronous peer feedback in writing. One hundred college students in free sections from a private university responded to an adopted, modified, and validated survey questionnaire and focus group discussions to evaluate and validate their experience in online asynchronous peer feedback in writing. The survey results underwent statistical analysis using Statistical Package for the Social Sciences (SPSS), version 20, to determine the weighted mean scores. Thus, the results revealed that the college students have a strong positive experience in online asynchronous peer-feedback in writing with the course facilitator of English language-based subjects. Though online asynchronous peer feedback in writing is an established learning approach, it is not yet maximized in all or most classes of college students. Nevertheless, the study concludes that the positive assumptions, experimentations, and explorations done in online peer feedback in writing remain valuable for college students, especially in their asynchronous writing development.


Download data is not yet available.

Author Biographies

Bethany Marie Lumabi, Far Eastern University, Manila, Philippines

Bethany Marie Cabantac-Lumabi finished her master’s degree in teaching English Language Arts and accomplished the academic units in Ph.D. in English Language Education at the Philippine Normal University, Manila, Philippines. Now, she is enrolled in Ph.D. in English Language and Literature program at the La Consolacion University Philippines. She is a licensed professional teacher and a professorial lecturer at the Far Eastern University in Manila, Philippines. She has published researches in English language education and sociolinguistics in other international journals such as the International Journal of English and Comparative Literary Studies and the Middle Eastern Journal of Research in Education and Social Sciences (MEJRESS). She co-authored a textbook for senior high school students entitled Oral Communication in Focus (2016) and editor of the college textbook entitled “Essence and Essentials of Purposive Communication in The 21st Century” (2018). She has accomplished several Massive Open Online Courses (MOOC) sponsored by the US Department of State – English Language Programs such as TESOL Methodology, Teaching Grammar Communicatively, English for Media Literary for Educators, and more. She is one of the current provincial coordinators of the International English Language Teachers Association, Philippines.  And, she was awarded the Distinguished Alumni Award in 2015 by the District 6 in Quezon City, Philippines.


Rhene Tabajen, University of Makati, Makati, Philippines

Rhene Carbonell Tabajen is Associate Professor and Director of the Advanced Programs in Education of the College of Continuing, Advanced and Professional Studies, University of Makati. He obtained his Bachelor’s degree in in Political Science from Saint Louis University, Baguio City, Philippines. He finished the following degrees: Doctor of Philosophy in Educational Administration at Don Mariano Marcos Memorial State University in Agoo, La Union, Philippines and Master of Public Administration at the Lyceum Northwestern University, Dagupan City, Philippines. He finished his academic requirement in Doctor in Public Administration studies at the Polytechnic University of the Philippines.

He was also an Instructional Course Researcher at ICSEC-KAPLAN and co-authored textbooks in senior high school and tertiary level namely: Politics and Governance with Philippine Constitution, Philippine Politics and Governance, and The Contemporary World. As a Licensed Professional Teacher, he was chosen as one of the 135 national facilitators/trainers by PEAC-FAPE to train non-DepEd teachers in Senior High School, an extension of his service to assist in the full implementation of the K-12 curriculum.

Dr. Tabajen previously taught at the Lyceum-Northwestern University, Emilio Aguinaldo College, Jose Rizal University and Adamson University where he handled major subjects in Political Science and general education subjects such as Society and Culture, Rizal’s Life and Works, Philippine History, and the Contemporary World to name a few. His research interests include educational administration, local governance and indigenous communities. Professor Tabajen has presented papers in local and international conferences in the Philippines, Hong Kong and Indonesia.



How to Cite

Lumabi, B. M., & Tabajen, R. . (2021). College Students’ Experience in Online Asynchronous Peer Feedback in Writing. TESOL and Technology Studies, 2(2), 41–54.