Students’ Perceptions about Feedback Practices During Academic Writing Course: A Survey Study (original) (raw)
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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.
Teacher's Written Feedback in Academic Writing Class: Students' Perceptions
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Teacher's written feedback is one crucial thing that influences students' success in writing class. This feedback can benefit students' essays and writing performances in writing class. This study focuses on Academic Writing students' perceptions of teacher's written feedback in Academic Writing class. The purpose of this study is to investigate Academic Writing students' perceptions toward teacher's written feedback for their writing performances in Academic Writing class. This study was conducted in the English Language Education Program (ELEP), the Faculty of Language and Arts, Universitas Kristen Satya Wacana. The participants for this study were 31 students who were taking an Academic Writing course in Semester Gasal, 2022/2023 academic year. This study used questionnaires and semi-structured interviews to gather the data. The result showed that Academic Writing students had varied perceptions of teacher's written feedback from their lecturers. ...
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’ 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.
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Alif Ayu Nuraini. A 320 122 003. LECTUREER CORRECTIVE FEEDBACK IN WRITING CLASS AT ENGLISH DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF SURAKARTA. Research Paper. Muhammadiyah University of Surakarta. 2016. This study aims to describe the types of corrective feedback used by the lecturers in writing class and to describe the dominant types of corrective feedback used by the lecturers in writing class at the English Department of Muhammadiyah University of Surakarta. The researcher employs descriptive qualitative method. By this method, the researcher uses the lecturer feedback activities in writing class as a data source, and the data of this research are information about the lecturer’s corrective feedback given to the students in writing class. The researcher used observation and document in collecting data. Then to analyze the data the researcher used interactive model. The result of this research paper show that first, the researcher found 103 data of lecturers corrective feedback a...
Teachers’ Perceptions and Practices of Written Feedback in Higher Education
World Journal of Education, 2016
This mixed-methods research aimed to understand the practices and perceptions of teachers regarding written feedback. For this purpose, a survey was administered to 150 teachers forming a non-probability sample, who were working in various universities in Karachi. The disciplines chosen for the study included nursing, applied linguistics, medicine and education departments in institutes of higher education situated in Karachi. Before sampling, initial screening was done to obtain a list of institutes which provide written feedback on students' assignments. Two homogenous groups of teachers by discipline (nursing and education) were then selected for focus group discussions. It was found that most teachers consider written feedback an important tool for guiding and helping students improve their work. In fact, they consider written feedback as important as verbal feedback. Teachers also recognized the importance of discussing the written feedback with the students but they rarely did so because of time constraints. Most teachers preferred to directly fix students' errors instead of providing feedback to enable them to correct those errors by themselves. While less than half of the participants used a checklist for grading, others used annotation. Several factors were found to have a great influence on the amount and quality of feedback. The most significant factor was whether teachers had formal training in providing feedback. Only 17% of the participants in this study had proper training to give written feedback. They also identified several environmental and personal factors that had an impact on their feedback practices including time, the relationship between the teacher and individual students, and, most importantly, the policies and culture of the institutes.
INDONESIAN STUDENTS' PERCEPTIONS OF WRITTEN FEEDBACK IN SLW
Grounded in sociocultural theory, written feedback activities in second language (L2) writing provide the social interactions that help learners develop their psychical functions within the zone of proximal development (ZPD) as they co-construct knowledge with teachers and peers through guided learning . Written feedback can also help student writers improve their writing proficiency, including organization of their texts and awareness of the mechanics of the language necessary for successful communication of the intended message .