Students’ Perception and Preferences of Written Feedback in Academic Writing

Tom, Amelia Alfred; Morni, Affidah; Metom, Lilly; Joe, Saira

doi:10.5901/mjss.2013.v4n11p72

Cited by 17 publications

(25 citation statements)

References 19 publications

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“…The Writing Motivation Scale was adopted from research by Ma and Yang (2006), Payne (2012), and Yeşilyurt (2008), modified in accord with the research purpose, and translated into Chinese and then back into English, and then cross-culturally adjusted to ensure linguistic parity. The Student Self-Evaluative Judgments of Teacher/Peer Feedback Scale was devised based on the corrective feedback questionnaires used in previous investigations (Montgomery & Baker, 2007; Rowe & Wood, 2008; Srichanyachon, 2012; Tom, Morni, Metom, & Joe, 2013). The validity of the modified scales was essentially achieved by ensuring the validity of the content.…”

Section: Methodsmentioning

confidence: 99%

The Effects of Writing Anxiety and Motivation on EFL College Students’ Self-Evaluative Judgments of Corrective Feedback

2017

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Feedback is regarded as a way to foster students' motivation and to ensure linguistic accuracy. However, mixed findings are reported in the research on written corrective feedback because of its multifaceted nature and its correlations with learners' individual differences. It is necessary, therefore, to conduct further research on corrective feedback from the student's perspective and to examine how individual differences in terms of factors such as writing anxiety and motivation predict learners' self-evaluative judgments of both teacher-corrected and peer-corrected feedback. For this study, 158 Taiwanese college sophomores participated in a survey that comprised three questionnaires. Results demonstrated that intrinsic motivation and different types of writing anxiety predicted English as foreign language learners' evaluative judgments of teacher and peer feedback. The findings have implications for English-writing instruction.

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Section: Methodsmentioning

confidence: 99%

The Effects of Writing Anxiety and Motivation on EFL College Students’ Self-Evaluative Judgments of Corrective Feedback

2017

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“…Nicol, (2010) therefore, went on to propose that result feedback to students should be seen as a process of dialogue which encompasses twoway interactions existing between the teachers and students, students and their peers and also active learner participation in the learning process. Equally, Tom, Morni, Metom, and Joe (2013) observed: "that teachers should complement written feedback with teacher-student conferences or other forms of feedback that will help low proficiency students make appropriate development in writing" (p. 79). Using written feedback together with teacher dialogue can sensitize students to derive meaning out of assessment feedbacks, and this enhances learning.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

Assessing Test Feedback Strategies Adopted By Primary School Teachers In Anambra State

Ezeugo¹

2019

CIER

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In learning new skills, it is necessary that students receive some information (feedback), that tells them if they are on the right track. The strategies, tactics or means through which teachers provide feedback to pupils after assessments are, however, a source of concern. Thus, this study aimed at assessing test feedback strategies/tactics adopted by primary school teachers in Anambra State, Nigeria. This study is a descriptive survey conducted in Anambra State, a south-eastern State in Nigeria. The sample of the study consisted of 500 teachers drawn from 1054 public primary schools in the state. The study tested two hypotheses and answered two research questions. The instrument used for collecting data is a researcher-developed questionnaire, titled “Test Feedback Strategy Assessment Questionnaire” (TFSAQ). Mean, standard deviation and t-test were adopted to analyze the data collected. The study revealed that teachers majorly gave feedbacks in writing or print form which included handwritten comments on students’ assessed work, written numeric scores, grades, averages or positions, etc. They also gave face-to-face feedbacks to whole classes, individual students and small groups of students. Most of the teachers did not use electronic feedbacks. The feedbacks were of fairly good quality. The school location and the level of a class taught had no significant influence on teachers’ responses. As a result of the findings, the researcher recommended among other things that teachers should be given more training especially on electronic feedback strategies as well as ways of improving the qualities of their test feedbacks.

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“…As stated by Tom, Morni, Metom, and Joe (2013), feedback is the different techniques used by teachers to respond to their students' writing. Feedback is significant for students because it "makes them see others' responses to their writing and learn from them, then get the messages to revise their writing to be better at gaining a high-quality writing" (Wihastyangag & Lateif, 2017, p. 103).…”

Section: Teacher Electronic Feedback (Tef)mentioning

confidence: 99%

The Effectiveness of Teacher Electronic Feedback in Asynchronous Teaching: A Case Study of Foundation Students at Sultan Qaboos University

Damen¹

2021

Preprint

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Due to the Covid-19 pandemic, educational systems worldwide, including Oman, were affected as this led to temporary closures of schools, colleges, and universities. In response to such closures, many countries decided to continue offering education through distance learning. Similarly, Sultan Qaboos University (SQU), the only government university in Oman, opted for asynchronous teaching through Emergency Remote Teaching (ERT). Through ERT, there is a temporary shift in instructional delivery. Its primary aim is to provide temporary access to instruction and support materials quickly and reliably during the crisis. Asynchronous teaching provides students with flexibility to access the materials posted by teachers whenever they can, leaving teachers with many challenges. One of these challenges is the ability to offer proper feedback to students. Therefore, this study aimed to examine the perceptions of both teachers and students on the electronic feedback provided in ERT. A total of 8 teachers 80 students enrolled in the foundation program at SQU participated in the study. The responses of both teachers and students were collected through online questionnaires and semi-structured interviews. The findings of the study indicate that some feedback methods seemed to be more effective. The study also identified the challenges faced by both students and teachers in terms of electronic feedback. Furthermore, the study gives suggestions to improve electronic feedback methods.

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Students’ Perception and Preferences of Written Feedback in Academic Writing

Cited by 17 publications

References 19 publications

The Effects of Writing Anxiety and Motivation on EFL College Students’ Self-Evaluative Judgments of Corrective Feedback

The Effects of Writing Anxiety and Motivation on EFL College Students’ Self-Evaluative Judgments of Corrective Feedback

Assessing Test Feedback Strategies Adopted By Primary School Teachers In Anambra State

The Effectiveness of Teacher Electronic Feedback in Asynchronous Teaching: A Case Study of Foundation Students at Sultan Qaboos University

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