Teachers’ beliefs and practices of feedback and preferences of students for feedback in university level EFL writing classrooms (original) (raw)
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Acta Didactica Norden
This paper presents a survey of student perceptions of feedback in English writing in a context where formative assessment is mandatory. The study comprises 329 first year upper secondary school students from seven schools in eastern Norway, and uses a survey to examine their perceptions of and experiences with feedback in EFL writing instruction. Overall, the findings reveal that students receive varied feedback, on language as well as global errors, but primarily to finished and graded texts. There is little use of feedback between drafts, or of oral conferencing and peer-feedback. While many students do not follow up feedback at all, those who do tend to focus on language error correction and less on global errors. However, student follow up in general, and of global errors in particular, increases markedly with unfinished and ungraded texts, possibly because of available time and teacher support during the revision process. This indicates that feedback utilization can be improve...
By using descriptive survey design that employed mixed methods approach of data collection and analysis, this study investigated the practice of EFL teachers written feedback provisions vis-à-vis students' preferences. Data for the study were collected from 50 (male=20, female=30) students through questionnaire and from three teachers through interview. What is more, forty five students' papers containing teachers' written feedback were analyzed. The results revealed discrepancies between teachers' feedback provision practices with students' preferences. Most students were interested to receive teacher written feedbacks that address all aspects of writing rather than primarily focusing on language accuracy. Moreover, the results of the study also indicated that large class size, poor language proficiency of students, students' inability to understand correction codes, examination culture, lack of teachers' training concerning written feedback practice were the major challenges EFL teachers face in giving written feedback. The study concludes that it is important for teachers to be aware of students' preferences when they give written feedback.
Feedback on Writing: The tertiary level EFL teachers’ perceptions and practices
BGC Trust University Journal, Vol.3, 2016
The role of feedback as an essential tool for students' writing development cannot be denied. Teachers follow varieties of ways to give feedback on students' writing and remove their weaknesses in writing. But, their efforts do not always become fruitful due to absence of appropriate method and knowledge. This paper through a quantitative method investigates the perceptions of the tertiary level EFL Teachers about the issues of feedback on student writing. This study is based on teachers' survey and analysis of samples of teachers' feedback on student writing. The results of this study indicate that a majority of EFL teachers prefer product approach to process approach of feedback like the students, feedback on form to feedback on organization, direct feedback to indirect feedback and teacher feedback to peer feedback. Large class size has also been mentioned as the most prominent obstacle to providing ongoing feedback on students' writing.
English education, 2022
This article reports the research on an experienced Indonesian teacher's beliefs about feedback provision and her actual practices in an EFL writing classroom. Previous work has conducted analyses of teacher beliefs about feedback, but there is a scarce of research focusing on teacher beliefs and practices on feedback provision to experienced EFL teacher, especially in the Indonesian context. Therefore, this case study investigates an experiencdEFL teacher who taught advanced writing courses in one of the leading universities in Indonesia. The data used were qualitative. In order to gain the data, a preliminary interview, observation, and a retrospective interview were carried out, respectively. Samples of the students' work were reviewed as a supplementary. The data analysis was done through data transcription, data reading, data data reduction and categorization, data comparison, data description and interpretation, and finally drawing conclusion. The findings show that the teacher believed that feedback was essential and, thus, she put herself as a major source of feedback for her students. Her beliefs influenced her practices to optimize her feedback provision, including her preferences in terms of modes, types, and sources of feedback. Her professional coursework and experiences played important roles in leading consistency between her beliefs and practices. For future teaching practices, it is suggested for teachers to equip themselves with adequate knowledge and skills, and to incorporate various methods to maximize their feedback provision. For future research, it is strongly recommended to use this reflective interview to help capture teacher beliefs behind their actual practices.
EFL Writing Students' Responses towards Teacher Feedback to Enhance Their Writing Quality
This study deals with seventy-six students' feelings and perceptions on the teacher feedback that they received from their writing classes. Teacher feedback is sometimes seen as something unwanted, sickening, and even frustrating. Some students do not like getting feedback from their teachers as they think that the feedback corners them, pinpointing their weaknesses and errors. This makes them full of stress and have greater anxiety. Those aspects may be the negative sides of feedback that some students perceive. As a matter of fact, if learners are willing to look deeper into the benefits of feedback that teachers give, especially in writing, they will not feel the negative sides of feedback. Instead, they will crave and wait for it. The purpose of this study is to reveal the perceptions of 76 EFL learners' reactions towards teacher feedback that they received in their writing classes. The results of the study hopefully can inspire writing lecturers to give supportive corrective feedback, so that EFL learners' writing can be improved.
Innovative Practices for Higher Education Assessment and Measurement
Unlike studies of teacher feedback on student writing, research into teacher self-assessment of their own feedback practices is quite rare in the assessment literature. In this reflective case study, the researcher/ teacher systematically analyzed feedback practices to clearly determine the form and kind of formative feedback being provided on student essays, and also to compare these feedback practices to recommended practice from the feedback literature. The research took place in an academic English writing course for third-year students at a Japanese university. A close examination of the teacher feedback on the first draft of 21 student essays was undertaken, and more than 800 feedback interventions were identified and coded. Results of this investigation show a number of patterns of practice in giving feedback, including; extensive use of questions in teacher commentary, very limited use of praise comments, and varying amounts of feedback provided on individual essays. Results also show that the feedback practices discovered through this investigation align well with recommended best practice. The case study positions the teacher as 'learner' in this feedback process, and calls for similar published research describing in detail what teachers do when providing feedback to students on their work.
English Language Teaching, 2014
This study is an attempt to investigate the Iranian TOEFL/IELTS teachers' written feedback practices and their perception of written feedback in writing classes. The examination of the questionnaires given to 30 TOEFL/IELTS writing teachers and the analysis of their written feedbacks on 300 students' essays indicate that although the majority of the teachers believe that they should provide feedback on the language (i.e., spelling, grammar, vocabulary, capitalization, and punctuation), organization (i.e., cohesion, coherence, and unity), and content of students' essays, most of their written feedbacks are concerned with the language of their students' essays. In fact, a discrepancy was found between the teachers' perception and their practice in the provision of feedback. In addition, although the majority of the teachers believed that they should give indirect feedback on their students' writings, most of their written feedbacks were direct. This lack of harmony between the teachers' perception and their practice in providing written feedback calls for more attention.
Incorporating Different Forms of Feedback in Teaching Writing: An Insight into a Real Classroom
BELTA Journal, 2017
Responding constructively to students’ writing has been a challenge for the teachers. Many studies have been conducted exploring the effective ways of giving feedback. However, how those different forms can be combined, can work in real classrooms and what the effects can be have been less discussed. This paper is an attempt to project an experience of applying different forms of feedback in teaching writing. In other words, it intends to discuss the underlying role of different forms of feedback and its result in responding to students’ written text. With this purpose, 30 samples of students’ writings (along with provided feedback) have been collected and analyzed. The paper also tries to discuss the possible problems during applying this combined approach of providing feedback along with probable solutions. Novice teachers in similar ESL (English as a second language) or EFL ( English as a foreign language) context may find the paper useful since it shows how to combine different methods of giving feedback to students written text with the aim of developing students’ writing skills.
An Insight to Students’ Perceptions on Teacher Feedback in Second Language Writing Classes
English Language Teaching, 2014
Feedback is one of the crucial elements in language learning and teaching. In second language writing context, the effectiveness of feedback becomes even more important as it has an impact on the whole process of language learning. To increase the effectiveness of feedback, a teacher is expected to use any possible mean(s) available to suit learners' needs and concerns (Hamp-Lyons, 2001; Hyland, 2010). In this respect, rather than framing the feedback process based on the premises put forward in other teaching situations, the study attempts to bring into view the students' perceptions and preferences on feedback in their writing classes to be able to shape the feedback process based on a specific teaching context. The data for the study were gathered utilizing a Likert-Type questionnaire and a semi-structured interview from students (n = 457) at preparatory level studying English at a state university in Turkey. The data were analyzed quantitatively using SPSS 17.0 and qualitatively following content analysis. The results of the study are meant to bring in-depth insights to students' opinions regarding the scope of feedback in writing classes and to provide guidance to shape the process of giving feedback.