Using Classkick Application to Promote Constructive Feedback in Writing Lessons

Objective: As there is a drastic change in the nature of written literacy, both tertiary level students and educators are expected to maximize the opportunities offered by digital tools like Classkick application when giving and receiving constructive feedback about their language lessons. The purpose of this study was to get feedback from the students, especially about their perceptions of Student Interaction, Student Engagement, Instructor Presence, Student Satisfaction & Perceived Learning in using ‘Classkick’ App for writing lessons as well as to get the learners’ suggestions onto how do we use ‘Classkick’ App to create more interesting lessons. Methodology: The methods used were an adapted questionnaire named Student Learning and Satisfaction in Online Learning Environments Instrument (SLS-OLE) questionnaire and two semi-formal interview questions. 96 students from the Law Faculty at Universiti Teknologi MARA (UiTM) Kampus Dengkil located in Malaysia were chosen as an informant group. Findings: The results indicate that the most common condition concerning students’ readiness in getting constructive feedback is that students get to interact with others using this application in order for them to be engaged with the lecturer’s presence so that it will lead to students’ satisfaction in enabling the construction of their own perceived learning in online classrooms. Implications: The main conclusion was that more constructive feedback received by the students will lead to more motivating factors to learn writing digitally