EFL university teachers’ perspectives in written corrective feedback and their actual applications

Purnomo, Windy Wahju; Basthomi, Yazid; Prayogo, Johannes Ananto

doi:10.11591/ijere.v10i3.21641

Cited by 2 publications

(5 citation statements)

References 28 publications

(47 reference statements)

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“…Sakrak-Ekin andBalçikanli (2019) attributed the discrepancy between teachers' beliefs and their practices concerning the effectiveness of WCF to the low writing skill level of students, lack of a general common practice about error correction, fear of not providing enough input, and time constraints. In contrast to our findings regarding WCF, Purnomo et al (2021) showed a high consistency between Indonesian EFL university teachers' perspectives and their actual practices of correcting students' writing errors.…”

Section: The Relationship Between Instructors' Perceptions and Self-r...contrasting

confidence: 99%

“…This was justified by the non-significant difference between these two subscales. In harmony with these results, the majority of teacher respondents (69%) in the study of Purnomo et al (2021) stated they applied direct WCF by indicating errors and correcting them.…”

Section: Efl Instructors' Self-reported Practices Of Product-and Proc...mentioning

confidence: 55%

“…In other studies (Al Kharusi & Al-Mekhlafi, 2019;Sakrak-Ekin & Balçikanli, 2019;Zaman et al, 2012), many of the respondents also agreed with the efficacy of WCF and perceived it as vital in developing students' writing. Similarly, Purnomo et al (2021) and Sakrak-Ekin and Zaman et al, 2012) also discovered that providing feedback on form, language use, content, organisation, and mechanics based on different WF modes appears to be crucial to teachers. The reason could be related to their flexibility in giving feedback on grammar and mechanics, which can be easily and quickly identified.…”

Section: Efl Instructors' Perceptions Of Product-and Process-based Wfmentioning

confidence: 93%

“…Teachers' beliefs can shape their practices about how to meet their students' needs and capabilities in responding to teacher feedback (Lee et al, 2017). As an example of such a relationship, Indonesian EFL university teachers' actual practices of error correction in students' writing aligned with their perspectives (Purnomo et al, 2021). This indicates that teachers' perceptions can be enacted in their practices.…”

Section: Research Articlementioning

confidence: 97%

“…Thus, teachers maintained the responsibility to develop students' overall writing performance rather than specific areas. Concerning evaluative judgement, Purnomo et al (2021) found that most teachers believed it was important for students to assess themselves by analysing and correcting their own writing. The other two subscales, content-based WF related to the standards of textuality and supportive WF in the writing process, compared to the previously mentioned subscales, were perceived as significantly less notable by the responding teachers.…”

Section: Efl Instructors' Perceptions Of Product-and Process-based Wfmentioning

confidence: 99%

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Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback

Mamad¹,

Vígh²

2022

JLE

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Background. Since the 1990s, teachers’ written corrective feedback (WCF) has been recognized as vital in addressing linguistic issues or product aspects of writing. However, it is necessary to go beyond error correction and focus on written feedback (WF) that concerns other areas of process writing. Still, teachers’ thinking on these issues is often an under-explored area. Purpose. This study aimed to explore EFL instructors’ perceptions and their self-reported practices of product- and process-based WF in the writing context of tertiary education. Methods. The exploratory quantitative study collected data from 51 Moroccan EFL writing instructors through a self-developed questionnaire. The questionnaire items regarding perceptions and self-reported practices were valid and acceptable for factor analysis of nine subscales covering the features of product- and process-based WF, and all of them proved to be reliable. This structure allowed several comparisons during data analysis. Results. Concerning product-oriented WF, participants perceived applying WCF and WF modes on the written text as important techniques. As part of process-based WF, most of them highly valued effective WF modes in the writing process. Regarding their self-reported practices of product-based WF, instructors stated that they often employed WF modes on the written text. Within the process-based WF, they reported using judgemental feedback and effective WF modes as their most frequent practices. The comparisons between perceptions and self-reported practices showed mismatches in four subscales, including WCF, content-based WF related to macroaspects of writing, developing evaluative judgement, and effective WF modes in the writing process. Thus, instructors admitted the importance of WF in these areas although they acknowledged applying their practices less frequently. Conclusions. This study verified the psychometric properties of a self-constructed questionnaire, which was justified to be appropriate to explore teachers’ perceptions and self-reported practices regarding WF. The results obtained from the different subscales support the effectiveness of WCF and allow the exploration of a new conceptualisation of WF as a process.

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Section: The Relationship Between Instructors' Perceptions and Self-r...contrasting

confidence: 99%

Section: Efl Instructors' Self-reported Practices Of Product-and Proc...mentioning

confidence: 55%

Section: Efl Instructors' Perceptions Of Product-and Process-based Wfmentioning

confidence: 93%

Section: Research Articlementioning

confidence: 97%

Section: Efl Instructors' Perceptions Of Product-and Process-based Wfmentioning

confidence: 99%

See 3 more Smart Citations

Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback

Mamad¹,

Vígh²

2022

JLE

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Avaliação Formativa No Ensino Superior: Um Estudo Observacional Das Universidades Públicas E Particulares Brasileiras

Maciel¹,

Neto²

2023

Cuad. Ed. Desar.

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As estimativas no ensino superior brasileiro, geralmente, visam o desempenho final, são pontuais e classificam os acadêmicos em uma escala permanente de notas. O presente estudo objetivou analisar se os professores do ensino superior brasileiro oportunizaram estratégias formativas para as estimativas aplicadas. Este é um estudo observacional do tipo retrospectivo caso-controle, com corte transversal de amostra aleatória significativa da população em estudo: professores de instituições públicas e particulares brasileiras. Foi aplicado um instrumento de análise de rendimento disponibilizado on-line para os professores e, foram coletadas 203 respostas.Verificou-se que 71,4% dos professores precisaram rever nota ou conceito aplicado em algum momento no semestre e, 63% dos docentes deram a oportunidade de refazimento de estimativas realizadas. Todos os docentes aplicam feedback para seus alunos, seja individual (18%), coletivo (43%) ou das duas formas (39%) em um mesmo semestre. Dentro do universo de docentes que realizaram revisão de nota ou conceito, refazimento de crentes e deram algum feedback, 31,4% são de instituições públicas, 60,8% particulares e 7,8% são de ambas as instituições.Os indicadores selecionados no estudo evidenciam que o papel da avaliação vem sendo ressignificado e, além de diagnosticar e avaliar saberes de maneira reflexiva, ela subsidia a tomada de decisões para a melhoria da qualidade do desempenho do educando, sendo importante o investimento na formação pedagógica continuada do professor de ensino superior. Dentro do universo de docentes que realizaram revisão de nota ou conceito, refazimento de estimativas e deram algum feedback, 31,4% são de instituições públicas, 60,8% particulares e 7,8% são de ambas as instituições. Os indicadores selecionados no estudo evidenciam que o papel da avaliação vem sendo ressignificado e, além de diagnosticar e avaliar saberes de maneira reflexiva, ela subsidia a tomada de decisões para a melhoria da qualidade do desempenho do educando, sendo importante o investimento na formação pedagógica continuada do professor de ensino superior. Dentro do universo de docentes que realizaram revisão de nota ou conceito, refazimento de estimativas e deram algum feedback, 31,4% são de instituições públicas, 60,8% particulares e 7,8% são de ambas as instituições. Os indicadores selecionados no estudo evidenciam que o papel da avaliação vem sendo ressignificado e, além de diagnosticar e avaliar saberes de maneira reflexiva, ela subsidia a tomada de decisões para a melhoria da qualidade do desempenho do educando, sendo importante o investimento na formação pedagógica continuada do professor de ensino superior.

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EFL university teachers’ perspectives in written corrective feedback and their actual applications

Cited by 2 publications

References 28 publications

Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback

Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback

Avaliação Formativa No Ensino Superior: Um Estudo Observacional Das Universidades Públicas E Particulares Brasileiras

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