Balancing supportive relationships and developing independence: an activity theory approach to understanding feedback in context for master’s students

The low reading ability of low grade students, especially in grade II elementary school students, will lead students to face several obstacles during the learning process. In fact, reading ability is regarded as the key to the success of the learning process. Moreover, all activities at school also require reading abilities. This study was intended to explore the problematic phenomenon of reading in grade II elementary school students. To achieve this goal, this study was conducted by using a qualitative descriptive study design, with the type of descriptive study. This study involved grade II elementary school students with low reading skills as study subjects. The samples of this study were determined by means of a purposive sampling technique. The students selected as the sample were 5 grade II students from each elementary school. Consequently, the total number of test subjects in this study was amounted to 40 students. Moreover, the data of this study were collected by utilizing the triangulation method, including observation, interviews, and document studies. The data collection instruments used in this study were observation sheets, interview guidelines, and documentation study sheets. Furthermore, the data in the study were further analyzed by using thematic analysis techniques. Based on the results of the study, six obstacles were found as the cause of reading problems in grade II elementary school students. Thus, it can be concluded that reading problems in grade II elementary school students are caused by various obstacles.

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“…(Ekawati et al, 2019). Independence is the most important character to be possessed by students (Macleod et al, 2020;Rizkyani et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Reading Problems in Grade II Elementary School Students

Putri

Rati²

2022

j. ilm. sekol. Dasar

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“…Master's degrees combine taught elements with a 'dissertation project,' an essay in the craft of independent research, within which expectations of independence and supervision may vary greatly. 11 Within medicine the doctor of medicine (MD) degree is considered roughly equivalent to the PhD. It is only undertaken after several years of clinical practice and considered an "advised" degree, distinct to the "supervised" PhD where supervision is more structured.…”

Section: Has Postgraduate Surgical Education Changed Attributes Of a ...mentioning

confidence: 99%

Do postgraduate research degrees contribute to positive outcomes for surgical doctors? An evaluation of relevant literature

Flynn

2023

Int Surg J

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“…When "placed in a discursive space which allows for knowledge-generating discussion" (Stenton, 2011, p. 16), potentially higher levels of understanding are the result. Rather than viewing feedback as something done to students or the product of learning, feedback is also the act of engagement itself (Macleod et al, 2020).…”

Section: Structure and Organizationmentioning

confidence: 99%

Writing Feedback and the Success of English as an Additional Language (EAL) Doctoral Students: The Role of Dialogue

Griffin Spies,

Carcoba-Falomir,

Sarisahin

et al. 2023

IJDS

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Aim/Purpose: Scholars and practitioners agree that feedback is critical to doctoral students’ academic writing development, yet effective feedback processes are complex. The purpose of this case study was to examine the role of dialogue in a Writing Feedback Group (WFG) in facilitating the development of the scholarly writing of English as an Additional Language (EAL) doctoral students. The research question that guided this study was: How does dialogue within a writing feedback group create opportunities for EAL doctoral students to advance their knowledge and skills pertaining to scholarly writing? Background: Traditional doctoral student writing feedback, characterized as monologic and unidirectional, positions students as passive learners and is difficult for students to use to improve their writing. Dialogic and bi-directional feedback positions students as active learners as they engage in ongoing verbal and/or written exchanges about their writing. Examinations of verbal feedback on doctoral writing show face-to-face exchanges are a source of motivation and necessary for in-depth exchanges about ideas. There is limited understanding, however, as to how dialogue facilitates doctoral students’ development as scholarly writers. This case study examines the dialogue of EAL doctoral students as they read and respond to one another’s scholarly writing. Methodology: This was a qualitative case study of an established writing group. Four EAL doctoral students and one faculty member participated in this study during a 16-week semester. Conversational turns during 12 feedback sessions were analyzed using inductive coding with an interpretive approach to allow research findings to emerge from the data. A constant comparative method was used to classify and compare codes and categories and identify themes related to the study’s research question. Contribution: The findings from this study contribute to the body of knowledge on the role of dialogic feedback in doctoral writing development. The findings show how doctoral students’ dialogue about one another’s writing created critical learning experiences for their writing development. This study provides an explicit and systematic approach to dialogue in writing feedback groups. Findings: Dialogue scaffolded EAL doctoral students’ translation of their complex knowledge to accessible text and helped them respond to the rhetorical context. Dialogue also facilitated doctoral writers’ awareness of the importance of precise language and structural organization for readers of their academic writing. Recommendations for Practitioners: The WFG established a platform for doctoral students to try out their writing and to actively engage with others in receiving and providing ongoing feedback. It is suggested that institutions of higher education create ongoing opportunities for doctoral students to discuss scholarly writing. Writing feedback groups can take many forms, including established groups embedded into coursework or between advisor and advisees. Recommendation for Researchers: This study examined the dialogue of a writing feedback group whose process was highly structured. To develop a deeper understanding of the influence of dialogue on writing, it should be studied in various types of writing groups. Impact on Society: Research and scholarship are critical to advancing our society. Doctoral students who speak English as an additional language bring distinctive cultural perspectives to research. Their voices and research are critical to future academic literature. Future Research: The findings from this study highlight how dialogue in a writing feedback group afforded doctoral students ongoing opportunities to give and receive feedback on critical academic writing skills on their individual current writing projects. Further research is needed to understand the role of dialogue in the WFG on doctoral students’ enduring understanding and the application of academic writing skills on future writing projects.

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Balancing supportive relationships and developing independence: an activity theory approach to understanding feedback in context for master’s students

Abstract: Balancing supportive relationships and developing independence: An activity theory approach to understanding feedback in context for Master's students.

Cited by 9 publications

References 38 publications

Reading Problems in Grade II Elementary School Students

Reading Problems in Grade II Elementary School Students

Do postgraduate research degrees contribute to positive outcomes for surgical doctors? An evaluation of relevant literature

Writing Feedback and the Success of English as an Additional Language (EAL) Doctoral Students: The Role of Dialogue

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