Teachers’ Perceptions and Practices of Written Feedback in Higher Education (original) (raw)
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In Indonesian context, there is still very little research regarding how students’ voicing their perception on the use of feedback practices by their teachers. Therefore, to fill this gap, this research is aimed to describe students’ perception through a survey about their experiences in dealing with feedback practices by their teacher. This study involved 75 students from English department students of English courses and college. The Responsive Pedagogy Questionnaire (RPQ) was used in this study. There were 24 items with 4 Likert points in data completion. To analyze the data, Microsoft Excel was used by the researcher. Findings showed that teachers’ feedback practice matters to the students (M=3.70). It means that the participants have positive responses toward teacher feedback practices. These findings have pedagogical implications that teachers of academic writing can consider not only to the instructions but also to the content or the material.
International Journal of Higher Education, 2014
Written feedback can facilitate students' learning in several ways. However, the teachers' practices of written feedback may be affected by various factors. This study aimed to explore the nurse teachers' accounts of their perceptions and practices of providing written feedback. A descriptive exploratory design was employed in the study. A purposive sample of 12 teachers from nursing institutions in Karachi, Pakistan, participated in the study. Using a semi-structured guide, in-depth interviews were conducted with the participants, between January-September, 2013. The interviews were tape recorded and transcribed verbatim and were manually content analyzed. The analysis of findings led to three sections: teachers' conceptions about written feedback, teachers' practices of providing written feedback, and factors that affect the teachers' practices of providing written feedback to their students. The findings indicated that although the teachers realize the importance of written feedback and its impact on students' learning, several factors, including teachers' competence and commitment, students' receptivity, and contextual barriers, affected their practices. To actualize the potential power of teachers' written feedback in students' learning, both teachers and institutional administrators need to realize the importance of written feedback. Moreover, concerted efforts including teachers' development and policies are required to overcome the factors that negatively influence the practices of written feedback.
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This paper focuses on written corrective feedback in the testing context of the English language foundation program at Sultan Qaboos University in Oman. In more detail, in response to the encountered testing problem that involves variability in written corrective feedback and, as a consequence, inconsistent evidence of student position in relation to their improvement in writing and ways to achieve it, the authors discuss the ways teachers respond to students’ writing, the type of feedback they deliver, and the strategies they adopt to provide their feedback. The reported study uses mixed methods research methodology, and is grounded on the understanding of giving feedback to students as a social action that is implemented in specific cultural, institutional, and interpersonal contexts with a purpose to accomplish educational and social goals. The participants of the study are foundation program students and English language teachers representing the multicultural teaching community...
Practice of written feedback in nursing degree programmes in Karachi: the students' perspective
Journal of the College of Physicians and Surgeons Pakistan, 2014
Objective: To identify students' perceptions about the practices of provision and utilization of written feedback in the nursing degree programmes in Karachi. Study Design: Cross-sectional descriptive study. Place and Duration of Study: Nine Nursing Institutions in Karachi, Pakistan were selected for the study, from February to October 2011. Methodology: The sample consisted of 379 second year nursing students from nine institutions in Karachi. The data was collected through a modified Assessment Experience Questionnaire (AEQ) developed by Gibbs and Simpson. The data obtained through AEQ was analyzed in the SPPS. Results: Students reported wide variations in the practices related to written assignments, and the provision of written feedback. Although 80% of the students, reported receiving written feedback with or without oral feedback, 20% of them, received only verbal feedback on their assignments. For 44-46% of the students, the quality, quantity, timing, and utilization of feedback was below the reference scores, which is indicative of negative perceptions. Only 40% reported receiving feedback on regular basis. Assignment guidelines were not always provided in a written form. In most cases, the guidelines were ambiguous as well as the feedback was not always reflective of the guidelines. Conclusion: The findings have implications for teachers, students, and institutions similar to the context of this study. Teachers need to be aware of the role and the impact of written feedback on students' learning and develop competence for giving effective feedback. Finally, institutional commitment and policies are needed to promote the practices of written feedback.
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This descriptive-qualitative study was conducted to venture the written corrective feedback strategies employed by the College of Teacher Education teachers in a private university in Davao City, Philippines. The study utilized thematic analysis to analyze the data gathered from the in-depth interviews of eight selected participants through a purposive sampling technique. The data revealed teachers' seven written corrective feedback strategies: lexical written feedback, grammatical written feedback, organization in writing, motivating written feedback, metalinguistic feedback, and verification feedback. Additionally, this study uncovered the impact of written corrective feedback strategies, namely improvement of lexical skills, improvement of sentence structure, improvement of grammatical skills, development of the organization in writing, enhancement of self-regulation, a decrease of the affective filter, and improvement of learning productivity. The results of this study prese...
Graduate Students’ Perceptions of Written Feedback at a Private University in Pakistan
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Excellence in academic performance at the graduate level requires good command of writing skills. Teachers' written feedback can help students to develop their writing skills. However, several personal and contextual factors may influence feedback processes and its utilization by students. Therefore, understanding these factors is essential to improve the practice of written feedback. This study aimed to appraise the quality of written feedback in the graduate programmes and to ascertain students' perceptions about it at a private university in Pakistan. A purposive sample of 15 participants comprised the study. The data were collected through in-depth students' interviews and the teachers' written comments on students' assignments. Data were coded and categorized to assess the pattern of similarities and dissimilarities. The analysis of comments on students' assignments indicated that the amount of feedback varied greatly. Although some feedback focused on form and style, most comments focused on the content. Moreover, the tone of comments lacked a balance of praise, criticism and suggestions. The data from students' interviews were categorized as: variations in experiences, functions of written feedback, effectiveness of feedback and utilization of feedback. With some exceptions students' perceptions about the quality feedback corroborated with the teachers' comment analysis. The study highlights several factors that impact the receptivity and utilization of feedback by students. Therefore, teachers need to be aware and trained to enhance the quality of their feedback.
Students’ Perception and Preferences of Written Feedback in Academic Writing
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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.