Exploring student engagement with supervisor feedback on master’s thesis: Insights from a case study

Zheng, Yao; Yu, Shulin; Bo, Wang; Zhang, Yiran

doi:10.1080/14703297.2019.1617181

Cited by 33 publications

(43 citation statements)

References 13 publications

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“…Although several recent studies on student engagement with feedback have taken place in L2 writing context (e.g., Yu et al, 2020;Zhang, 2017;Zheng & Yu, 2018;Zheng et al, 2020), we know little about this topic in other contexts, particularly in translation programs (Yu et al, 2020;Pietrzak, 2016;Wang & Han, 2013). In translation teaching, providing feedback to students' translation assignments is one of the most effective pedagogical methods (Bruton, 2007;Sheen & Ellis, 2011;Washbourne, 2014;Yu et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Examining Students’ Responses to Teacher Translation Feedback: Insights From the Perspective of Student Engagement

Zheng

Zhong²,

et al. 2020

SAGE Open

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This case study investigated students’ response to feedback in the lens of student engagement with teacher feedback on their translation work. Drawing upon data from multiple sources, including students’ translation assignments, classroom observations, semi-structured interviews, stimulated recalls, and other documents, it explored how three Chinese undergraduates engaged with the feedback affectively, behaviorally, and cognitively. The findings reveal that (a) the students went through varying mood swings, and their expectations and teacher-related beliefs impacted their judgments of the feedback; (b) their failure to undertake self-editing upon receiving feedback was attributable to both student individual factors and teacher practices; and (c) extensive cognitive and behavioral operations could contribute to students’ deeper understanding of the feedback. These indicate the complex and interrelated relationship among the three dimensions of student engagement and contribute to our limited knowledge on the interplay between teacher translation feedback and student responses. Pedagogical implications are put forward for translation teachers to provide feedback and improve translation students’ engagement.

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Section: Introductionmentioning

confidence: 99%

Examining Students’ Responses to Teacher Translation Feedback: Insights From the Perspective of Student Engagement

Zheng

Zhong²,

et al. 2020

SAGE Open

Self Cite

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“…It is unsurprising that some international students desire more active guidance from their supervisors. This arguably reflects the uncertainty associated with their comparative lack of experience in independent study and unfamiliarity with the academic norms of a different culture, including ways of reasoning (see: Harwood and Petrić, 2019;Zheng, et al, 2019). As one respondent put it, '[P]robably half the students, they don't have experience studying abroad so I think they don't know how to write a proposal, how to write a dissertation, even, some of the people, they don't know how to write essays.'…”

Section: Discussionmentioning

confidence: 99%

“…However, when master's students receive dissertation feedback that they perceive as positive and as providing good guidance, they tend to perceive themselves to be learning from their supervisors (de Kleijn et al, 2013). Moreover, it is well established, generally, that feedback that is specific, timely, positive ('sugar coated' (Zheng et al, 2019)) and tailored to the student is a significant factor in student learning (see Petty, 2009;Paolini, 2015;Wiltbank et al, 2019). supervisors are not always experts in students' specific topics, a phenomenon Harwood and Petrić (2018, p.50) pithily summarise in a chapter title: "This is not my topic but I'll help as much as possible".…”

Section: Providing Feedbackmentioning

confidence: 99%

An exploration of taught master’s student perceptions of UK dissertation supervision

Anastasiadis

O’Brien

2019

jldhe

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This paper presents the results of an investigation into taught master’s students’ expectations and experience of being supervised during their final project. It does so using exploratory survey and focus group data from one UK institution with a high proportion of international students. The paper adds to the limited literature on master’s students’ experience, and makes two further main contributions. It finds that students both expect supervisor engagement and respond well to it, and argues that focusing on key elements of the dyadic supervision process can disproportionately improve student’s overall learning and satisfaction. In addition to furthering knowledge in this area, the research suggests numerous practical implications and lines of potential future inquiry.

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“…This, for an example, is due to different system of writing between English and Bahasa Indonesia as native language. High expectation of the supervisors make it worse (Strauss, 2012;Zheng, Yu, Wang, & Zhang, 2019).…”

Section: Subject -Verb Agreement Errorsmentioning

confidence: 99%

“…To highlight, errors during thesis writing is actually influenced many factors, e.g. supervising process (Golding, Sharmini, & Lazarovitch, 2014;Strauss, 2012;Zheng et al, 2019).…”

Section: Word Form Errorsmentioning

confidence: 99%

Analyzing Errors in Thesis Writing: Should Grammar Be an Issue in English Academic Writing for Students of English College?

Tambunan

Andayani

Setiasari

et al. 2020

RILL

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The result section is an essential part of the thesis to summarize information about research findings. Presenting research findings in terms of clear and concise writing is vital for the English students of the higher education. To this, students should know the linguistic aspects of writing. Previous research shows that a lot of research has been carried out regarding grammatical issues in writing, but little research has been done on deep grammar issues in writing the result section of the thesis. Thus, this study aims to analyze the grammatical issues in student-researchers’ thesis. Data were officially collected from the reading room of the faculty of state university in Medan. The data were analyzed according to Bourke & Holbrook's (1992) theory. The results show student-researchers are still struggling to use verb-form issues, nouns, and tenses. At last, word form remains the most dominant issues of errors.

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Exploring student engagement with supervisor feedback on master’s thesis: Insights from a case study

Cited by 33 publications

References 13 publications

Examining Students’ Responses to Teacher Translation Feedback: Insights From the Perspective of Student Engagement

Examining Students’ Responses to Teacher Translation Feedback: Insights From the Perspective of Student Engagement

An exploration of taught master’s student perceptions of UK dissertation supervision

Analyzing Errors in Thesis Writing: Should Grammar Be an Issue in English Academic Writing for Students of English College?

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