An analysis of written feedback on a PhD thesis

Kumar, Vijay; Stracke, Elke

doi:10.1080/13562510701415433

Cited by 142 publications

(133 citation statements)

References 9 publications

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“…Issue about editorial and organization were perceived by both supervisors and students as the mistakes that should not be found in a PhD thesis (Kumar & Stracke, 2007). Hence, the students were very concerned about this aspect and had the need in getting feedback about this.…”

Section: Perceived Needs For Written Feedbackmentioning

confidence: 99%

“…Apart from that, according to Kumar and Stracke (2007), there are several theoretical perspectives on the role of written corrective feedback in second language acquisition. Feedback serves few functions such as referential function, directive function and expressive function.…”

Section: Role Of Feedbackmentioning

confidence: 99%

“…In general, feedback provides students with insights of what is expected by the academic community. Previous research (Bitchener et al, 2011;Gulfidan, 2009;Kumar & Stracke, 2007) indicated that supervisors' focus of feedback has mainly been on content. The feedback may be delivered either formally or informally by the lecturers or supervisor through their judgment or opinions.…”

Section: Introductionmentioning

confidence: 99%

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Graduate Students’ Needs and Preferences for Written Feedback on Academic Writing

Singh¹

2016

ELT

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The aim of this research is to examine graduate students' needs and preferences for written feedback on academic writing from their lecturers and thesis supervisors. Quantitative method via survey questionnaire was used to collect data from 21 respondents. The data collection involved Master and Doctorate students at a tertiary level institution in Malaysia. The data was analyzed and tabulated using descriptive analysis. Results indicate that graduate students regularly need written feedback on their academic writing and they preferred electronic method to obtain feedback from their supervisors. Findings also indicate that graduate students appreciated feedback which was straightforward, provided clear instructions, directed them to other related resources, and feedback which was detailed or specific. This research filled the gap in literature by providing awareness among thesis supervisors and lecturers on the students' needs and preference for written feedback on their academic writing. Apart from that, greater understanding of students' perceived needs for feedback and preferences of feedback is also vital for lectures and thesis supervisors to increase the effectiveness of providing constructive written feedback.

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Section: Perceived Needs For Written Feedbackmentioning

confidence: 99%

Section: Role Of Feedbackmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Graduate Students’ Needs and Preferences for Written Feedback on Academic Writing

Singh¹

2016

ELT

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“…In the study conducted by Lewis (1997), the results indicate that teachers who report more stress are those most interested in empowering more their students in the decision making process. Associated with increased concern is a greater use of worry, selfblame, tension reduction, wishful thinking and keep to self.…”

Section: Significant Difference On the General Pattern Of Interactionmentioning

confidence: 97%

Dynamics of Teaching English, Science and Mathematics in the Tertiary Level.

Gagalang¹

2017

IJAR

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Science and Humanities (CSSH) as the respondents. The variables considered were sex, age, number of years in teaching in the university, highest educational attainment, and number of trainings and/or seminars attended within the last two years, and subject taught. The aspects were the general interaction pattern, teaching style, classroom interaction strategies, and mode of questioning. In the data-gathering process, pre-test and post-test in the three subject areas were administered, the actual classroom interactions were video recorded, and with the aid of a questionnaire-checklist, the gathered data were analyzed. To statistically treat the data, these tools were used: to determine the extent of application of strategies in the classroom commonly employed by the respondents with respect to general interaction pattern, Frequency, Percentage, and Rank were used; with respect to teaching styles, classroom interaction strategies, and mode of questioning, Mean was used. To determine the level of the performance of the students in English, Science, and Mathematics after utilizing the classroom interaction patterns, Mean and Standard Deviation were utilized. To determine the significant difference on the level of performance of the students in English, Science, and Mathematics after utilizing the interaction patterns, t-test was applied; and for the significant difference in the general pattern of interaction in the observed English, Science, and Mathematics classes, F-test (one-way Analysis of Variance) was applied. The findings of the study revealed with respect to general interaction pattern, in the top ranks were lecture (explanation), plain English, recall/recognition questions, response from female students, positive acknowledgment of female students, and social interaction among female students. As to the extent of the application of strategies in the classroom interaction commonly employed by the respondents with respect to teaching style, classroom interaction strategies and mode of questioning, the assertive and facilitative teaching styles attained the verbal interpretation of -always‖. Suggestive and collaborativeCorresponding Author:-Jocelyn L. Gagalang. Address:-Dean, College of Social Sciences, University of Rizal System Pililla, Rizal, Philippines. ISSN: 2320-5407Int. J. Adv. Res. 5(12), 275-315 276 teaching styles were both verbally interpreted as -often‖. The methodologies obtained the verbal interpretation of -sometimes‖ and the maximum participation strategies with -always‖. The mode of questioning also obtained a verbal interpretation of -always‖. After utilizing the classroom interaction patterns, the level of performance of the students in English, Science, and Mathematics was found average. Moreover, there was no significant difference on the level of performance of the students in English subject while there were in Science and Mathematics. Based on the analyses and interpretation, it was concluded that lecture in the form of writing and talking as well as giving directives can help the stud...

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“…This creates a dual responsibility for the supervisor with concomitant demands in terms of time and effort: the guidance and quality control of disciplinary content as well as the empirical research component; and the nurture of advanced writing skills. Unsurprisingly, supervisors find that they focus on editorial issues to a great extent in their advisory comments to students (Kumar & Stracke, 2007). Supervisors thus become primary resources for language development in general and writing development in particular.…”

Section: Postgraduate Student Engagement With Core Members Of the Copmentioning

confidence: 99%

Supporting the development of postgraduate academic writing skills in South African universities

Schulze

Lemmer²

2017

PLING

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An analysis of written feedback on a PhD thesis

Cited by 142 publications

References 9 publications

Graduate Students’ Needs and Preferences for Written Feedback on Academic Writing

Graduate Students’ Needs and Preferences for Written Feedback on Academic Writing

Dynamics of Teaching English, Science and Mathematics in the Tertiary Level.

Supporting the development of postgraduate academic writing skills in South African universities

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