Academic Writing Students’ Perceptions on Teacher Feedback (original) (raw)
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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...
Teacher's Written Feedback in Academic Writing Class: Students' Perceptions
Prominent
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. ...
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.
Students’ Perceptions about Feedback Practices During Academic Writing Course: A Survey Study
2021
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.
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...
2018
The main concern of teachers is to find ways of improve their students’ performance in writing. One way of doing so is by providing feedback. However, in many cases, teachers find little or no response to feedback. Therefore, the aim of this study is to discover the factors that affect some students’ responses to their teachers’ feedback on writing at the Faculty of Education in Nalut. Questionnaire, interview and student compositions were used to collect data. Two teachers and 20 students from both fourth and third-year students of English Language participated in this study. Furthermore, only third-year students wrote composition and were interviewed because they were the focus group. The results revealed that students were careless toward teachers’ feedback; in that, most of them did not respond even to spelling mistakes; in addition, they were not interested in both grades and feedback. Moreover, the time and teachers’ way of assessing the quality of their written works affected their revision. It is believed that the findings of this study could have a profound impact on the way that feedback should be provided, and how it can be effective by taking in consideration the factors that prevent students respond to it.
Teacher Feedbacks and Its Effects on Students' Writing
Learning to write in English involves a great amount of mental capacity and thus, often creates problems to students especially for nonnative speakers. For the nonnative speakers, besides having to deal with problems concerning the content they also have to master the grammar. Therefore, the students need a lot of assistance and feedback from their teachers especially in pointing out the errors that they make. However, some teachers feel that the feedbacks given to students do not benefit them and is a hopeless activity. This study therefore, will research on the effect of teacher's feedback on students' writing. The study is in the form of experimental research in which the students were given three essay titles to write. They wrote their essay in the class for 60 minutes and a week later their drafts were returned to them and they rewrote based on the feedback they received. Similar procedure was conducted with the other two essays. Each essay was given one of these feedback type; form feedback, content feedback or endnote feedback respectively. A score for content, organization, and language was given for each of the essays based on the analytic scale. The study found that even a minimal feedback given to students was helpful and provided a platform for the students to do self-revision which is one of the most effective lifelong learning process. Thus, prepared them for more writings in the future.
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.
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’ Perception towards Direct Feedback Practices in Writing
This study investigates the second year students' perception of feedback practices in English language classroom. The participants included in this research are 30 students who are currently pursuing the engineering courses at one of the public university at Malaysia. Findings revealed that the students were motivated when they received the instructor's feedback. They claimed that the constructive feedback were able to guide them well while completing their continuous assessment. When feedback was absent, they would have the uncertainty feeling to complete their assignments. Hence, feedback indeed plays an encouraging role to the students in improving their writing and gain writing proficiency from instructors' insight.