The learners perceive electronic feedback in writing multicultural class using Edmodo

The study explores the learners' perceived of electronic feedback in writing multicultural class using Edmodo at the English Department of IAIN Palangka Raya. This is descriptive research. The participants are the L2 learners of three ethnic groups: Dayaknese, Banjarese, and Javanese, consisting of twenty-five learners. The instruments used to collect data are questionnaires and observation. The finding reveals that all ethnic group learners have a positive response on electronic feedback in an L2 writing class. Dealing with the types of feedback, most participants about ninety percent of dayaknese and eighty-six percent of Banjarese prefer to treat using electronic direct feedback. Meanwhile, Javanese about eighty-three percent prefer to treat using electronic indirect feedback. Dealing with the sources of feedback, most participants about ninety-two percent of Javanese and eighty percent of Banjarese prefer to be treated by teacher electronic feedback. Meanwhile, Dayaknese about eighty-one percent prefers to be treated by peer electronic feedback. It is suggested that language instructors pay attention to the students' cultural background in giving electronic feedback to learners.