Students’ Response to Feedback: An Exploratory Study (original) (raw)
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Students’ Perception and Preferences of Written Feedback in Academic Writing
Mediterranean Journal of Social Sciences, 2013
Writing in a second language is not an easy task for students. Yet, it is an important skill for them to acquire in order to succeed in university. The aim of this study is to investigate ESL tertiary students' perception on the importance and effectiveness of written feedback in their academic writing assignments. The study also aims to examine students' preferred feedback in helping them revise and improve their written assignments. The subjects are 34 Diploma students. Data was gathered via a questionnaire adapted from Ferris (1995), Leki (1999) and Hedgecock and Leftkowitz (1994). Findings reveal that students view feedback as important and necessary to help them improve their writing ability. Findings also revealed that students prefer feedback in the form of grammar correction and suggestions on how to improve. The least preferred feedback are questions and one-word comments.
STUDENTS' VIEW UPON TEACHER'S WRITTEN FEEDBACK IN ACADEMIC WRITING
Academic writing might be a challenging course for students since it requires deeper attention on academic aspects of the writing and is one of the most essential subjects for students' thesis writing. Teachers' feedback is one the most important aspect which can influence students' writing process. Therefore, this study aims to investigate students' perspectives toward the role of teacher's written feedback in Academic Writing class. The subjects are 10 students from the 2015 Academic Writing classes in English Department of Satya Wacana Christian University. They were chosen using stratified-random sampling. The data were gathered via semi-structured interview and analyzed using a categorical or content/ thematic analysis. The findings reveal that they generally perceive that teachers' written feedback plays an important role in their academic writing development. The type of feedback which they prefer are mostly in the form of marks or symbols as well as teacher's comments or questions on the parts of their writing in the case of the content rather than the grammar.
Communications in Humanities and Social Sciences
This survey study aims to describe the students’ perception of teachers’ written feedback in an academic writing class in a private university in Indonesia. 119 students filled in the questionnaire on students’ perceptions of teachers’ written feedback adapted from Ouahidi and Lamkhanter (2020). A descriptive statistic measuring mean, frequency, and standard deviation were used to analyze the data from the questionnaire. The results showed that the teacher’s written feedback to the writing results in the academic writing class was useful and students did not find it difficult to understand any feedback given by the teacher. Most of the students answered often when being asked about their understanding to the feedback. Students were also able to use teacher comments to revise their writing. Revision and rewriting were also found as the follow-up activities that are most often done by students after receiving feedback. Then, it was also revealed that students preferred their teacher t...
Academic Writing Students’ Perceptions on Teacher Feedback
Prominent
Academic Writing is a difficult subject for many students because the content requires highly critical academic thinking. Students have to put their ideas to build up arguments. Teachers’ role is very important here in giving direct and indirect feedback to help students solve problems in their essays. Students’ perceptions of teacher feedback in Academic Writing class is the central focus of this paper. The purpose of the study is to describe Academic Writing students' perceptions of teacher feedback. Data were taken through interviews with six students of the English Language Education Study Program (ELEP), of the Faculty of Language and Arts (FLA) in a private university, in Central Java, Indonesia. They had passed the Academic Writing course at the time the interviews were conducted. The kind of interview that was used in this study is a semi-structured interview. Results showed that some students had positive perceptions of teacher feedback, while some others showed negativ...
Students’ expectations of feedback given on draft writing
Per Linguam, 2011
Academic writing is the primary means of assessing university students and feedback (oral or written responses) on writing can contribute significantly to student learning and success . This study explores students' expectations of feedback on draft writing. The research design was two-pronged. The initial quantitative aspect employed a questionnaire which students completed after receiving feedback from Writing Centre consultants who aim to give developmental feedback. A subsequent phase involved focus groups with volunteer students. This mixed methods design allowed for greater depth of understanding as the qualitative findings extended the quantitative results. The study concludes that students expect feedback to be understandable, encouraging and to focus on both positive and negative aspects of their writing. Importantly, students expect feedback to 'unpack' the conventions of academic literacy while still encouraging independence and originality.
2007
This is an experimental research on 187 part 2 diploma student to find out whether the three types of teacher feedback; form feedback, content feedback and end-note feedback have any effect on students’ revision of their writing draft. This study also analyzed a questionnaire to find out the students’ perception towards the feedback their instructors have given them on the writing drafts they have written. The study found that the students did benefit even from minimal feedback. The t-test determined that there was a significant difference in students’ marks between the first draft and the revised draft that was written after the feedback was given. Content feedback was determined as the most effective feedback. However, students improved more on grammar when feedback was given. In addition, students preferred form feedback to the other two types, wanted teacher to identify the mistakes they made, and practiced peer review to do their corrections. Although the students admitted having problem understanding the feedback but very small percentage ignored the feedback given. ""
Assessing Writing, 2011
This paper reports on a quasi-experimental study comparing the effects of peer-editing to self-editing on improving students' revised drafts. The study involved two intact classes (experimental and control groups) of an English course. The experimental group practiced peer-editing while the control group engaged in self-editing. After receiving sufficient training in their respective type of editing, both groups wrote a graded argumentative essay in two drafts. Results of a MANCOVA test carried out on the graded essay written by the two groups showed a statistically significant difference in revised writing in favour of peer-editing. A random sample of seven peer-edited and self-edited essays was analyzed to determine the differences between peer-editors' and self-editors' ability to notice errors, revise, and improve them. Results revealed that while peer-editors and self-editors had more or less the same noticing ability, writers who engaged in self-editing revised more errors than writers who received peer-feedback. In contrast, writers who engaged in peer-editing improved their revised drafts more than self-editors did. Differences in revised writing performance between the two groups are attributed to the use of language learning strategies, peer interaction, and engagement with language. The paper concludes with implications for classroom teaching/learning and recommendations for future research.
Journal of Teaching English for Specific and Academic Purposes, 2018
Research on feedback on student writing has investigated numerous aspects over the years. However, focused studies involving perspectives of both teachers and students in a particular educational setting are rare. This study investigated the views of teachers and students from a university in Singapore regarding feedback on academic writing and feedback practice. Nine experienced writing teachers and eight undergraduates participated in focus-group discussions in separate sessions. Discussions covered topics on the purpose of feedback and the specific areas that feedback should cover. Both teachers and students agreed that the purpose of feedback should be to help students become reflective and independent learners. The teachers tended to use feedback to justify the grades awarded to the assignments, and tailored their feedback to the requirements of the respective courses. The students, however, felt that the feedback needed to be more detailed. The individual needs of the students...
Students’ Voice on Feedback and Instructions in Academic Writing
Advanced Education
Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. A current paper is based on our comparative research conducted both at Slovak and Hungarian universities at the faculty of Humanities. The objective of this particular study was to explore senior university students’ “voice” on feedback and instructions in EFL academic writing classroom. It suggests that the pinpoint is on the students’ viewpoint rather than their supervisors’. Therefore, our task was to scrutinize the students’ perspectives and based on them develop further research. Observably, the analysed data furnish more positive students’ responses (within both Group A-Slovak and Group B-Hungarian) on feedback, as well as on being graded and being recognised as a writer. However, grading might be an issue in EFL classroom: based on the research, it awak...