The role of written formative feedback in inducing non-formal learning among masters students

Mirzaee, Alireza; Hasrati, Mostafa

doi:10.1080/13562517.2014.880683

Cited by 19 publications

(15 citation statements)

References 16 publications

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“…We would like to draw on that distinction and argue that writing is a significant means of learning critical and analytic thinking, a skill on which many MAs in the UK draw on substantially. There is ample evidence in the literature to support the analytic and creative effects of writing (Russell 1991;Casanave 1995;Parry 2007;Hyland 1990;Hasrati 2013a;Mirzaee and Hasrati 2014), and in light of this evidence one can argue that the persistence of UK academic staff on keeping the dissertation is justified.…”

Section: Discussionmentioning

confidence: 99%

Globalisation and MATESOL programmes in the UK

Hasrati

Tavakoli

2014

High Educ

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This article reports the results of a mixed-methods approach to investigating the association between globalisation and MATESOL in UK universities. Qualitative and quantitative data collected from academic staff through eight emails, four interviews and 41 questionnaires indicate that the globalised context of higher education have affected these programmes in a number of ways including an increasing interest in recruiting more international students and a growing awareness about the need for curriculum and content modifications. The analysis of the data suggests that although change has been an inherent characteristic of these MAs over the past decade, it has been implemented gradually and conservatively, often relying on a dialectic relationship between academic staff and universities' policies. The results imply that factors other than globalisation have also been at work. Many of the participants contend that globalisation has not lowered the quality of these MAs or standards of good practice. Mirzaee and Hasrati 2014). Deemphasising this powerful mechanism of learning would undoubtedly require replacement mechanisms that are faster and can keep pace with rapid changes in the globalisation era.

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Section: Discussionmentioning

confidence: 99%

Globalisation and MATESOL programmes in the UK

Hasrati

Tavakoli

2014

High Educ

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“…Mediated learning is defined as a collaborative process in which an individual accomplishes a task with the support of others that he or she may not be able to do so independently (Lantolf, 2013). Sociocultural research emphasizes written feedback as a mechanism by which teachers/instructors mediate students' cognitive development, so feedback does not only assist learners to identify and fix issues and flaws in their writing, but it also creates contexts for teacher-learner interactions (K. Hyland & Hyland, 2006;Lee, 2014;Mirzaee & Hasrati, 2014;Morton et al, 2014;Xu, 2017). Based on this theory, effective feedback should be intentional (formulated with a deliberate effort to assist learners to detect and solve issues in their writing), reciprocal (learners showing interactive roles in the process), and meaningful (the value of feedback in accomplishing the task) (Lee, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Supervisory Feedback Formulation on Academic Writing of Research Proposals and Postgraduates’ Responses to Feedback: A Case Study

2021

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Despite the emphasis on effective supervisory feedback formulation on postgraduates’ academic writing, our understanding of effective feedback forms may not be comprehensive without mentoring students’ responses to feedback. Therefore, the current case study explores feedback formulation on research proposal writing and two postgraduates’ responses to feedback in a Malaysian university. Data were collected from written feedback, students’ commenting responses to feedback, their text revisions, and follow-up interviews. The feedback is formulated as directive, referential, and expressive, and it addresses issues related to content, organization, linguistic accuracy, and appropriateness in research proposal writing. The two postgraduates engaged in cognitive (e.g., confusion), metacognitive (e.g., reading feedback), and affective (e.g., appreciating feedback) responses to feedback. They integrated most of the feedback in revising their writing and made additional text revisions. Although this study is primarily qualitative in nature, simple descriptive quantitative measures were applied to the data to determine the prevalence of feedback forms, responding and revision patterns. The study provides useful suggestions for supervisory feedback practices.

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“…Finally, learning is greatly affected by various forms of knowledge assessments and corresponding feedback (Gardner 2006;Mirzaee and Hasrati 2014;Scott 2014). The importance of different forms of knowledge assessment, like formative assessment (Roskos and Neuman 2012;Sargent and Curcio 2012), self-assessment (Guzman and Conejo 2005;Taras 2010), and peer assessment (Lin et al 2011;Lu and Law 2012) can hardly be overestimated.…”

Section: Introductionmentioning

confidence: 97%

Students' perception of live lectures' inherent disadvantages

Petrović

Pale

2014

Teaching in Higher Education

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This paper aims to provide insight into various properties of live lectures from the perspective of sophomore engineering students. In an anonymous online survey conducted at the Faculty of Electrical Engineering and Computing, University of Zagreb, we investigated students' opinions regarding lecture attendance, inherent disadvantages of live lecture as a teaching method, lecture interactivity, and the importance of different types of learning materials. The findings derived from students' reported data suggest that students are well aware of a number of limitations of live lectures as a teaching method, yet despite that awareness, it rarely affects their decision to attend live lectures or not. Implications of the findings for live lectures are addressed in the paper, as well as recommendations for future research.

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The role of written formative feedback in inducing non-formal learning among masters students

Cited by 19 publications

References 16 publications

Globalisation and MATESOL programmes in the UK

Globalisation and MATESOL programmes in the UK

Exploring Supervisory Feedback Formulation on Academic Writing of Research Proposals and Postgraduates’ Responses to Feedback: A Case Study

Students' perception of live lectures' inherent disadvantages

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