Teachers’ Written Feedback: Does the Delivery Method Matter? (original) (raw)
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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...
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This study investigates ESL writers' reactions to and uses of written feedback. Using a case study approach and a variety of data sources including observation notes, interview transcripts and written texts, overall findings on six students' use of written feedback throughout a course will be briefly discussed. The paper then focuses on two student writers who show contrasting patterns of feedback use and who also both become much less positive about their writing during the course. The student revisions after receiving teacher written feedback are analyzed and contextual data is used to gain a deeper understanding of the students' motivations and responses to the feedback. The data show that use of teacher written feedback varies due to individual differences in needs and student approaches to writing. It also appears to be affected by the different experiences students bring with them to the classroom setting. Some implications for teachers giving feedback are also given. It is suggested that there needs to be a more open teacher/student dialogue on feedback, since the data suggest that the feedback situation has great potential for miscommunication and misunderstanding.