Abstract
Learners of higher education are encouraged to write a scholarly publication in that it helps corroborate them as professionals in their fields of study. Practices in academic writing are thus indispensable to do to achieve a higher level of competency. This study explores learners’ reactions towards focused metalinguistic written feedbacks provided by a lecturer. The lecturer used electronic mail to provide constructive feedback to her students. This mixed-method study involved 22 post-graduate students from an Indonesian university. In analyzing the qualitative data, the researchers employed Miles and Huberman’s qualitative data analysis approach. Meanwhile, the quantitative data, namely the basic analysis of focused metalinguistic written feedbacks were analyzed by employing Cumming’s writing approach. The findings reveal that: (1) learners revised and expanded their draft after getting back their paper; (2) lecturer’s feedbacks through email have reportedly motivated learners because such the feedbacks did not lead learners perplexity compared to the handwritten feedbacks; (3) the majority of participants used revising and responding, consulting a dictionary/grammar book, and referring to the previous composition as the ways to handle lecturer’s input.
Highlights
Writing scholarly publication is one of the skills that higher education students should have in an academic writing course
Many studies highlighted that students experienced challenges in writing for academic publications, especially in the EFL context
This study aims to investigate the learners‟ responses to the written correction feedback given by a lecturer in an academic writing course
Summary
Writing scholarly publication is one of the skills that higher education students should have in an academic writing course. Many studies highlighted that students experienced challenges in writing for academic publications, especially in the EFL context. Grammatical issues are where the most higher education students struggle with which consumes teachers' time to correct the mistakes (Jamian, Sankaran, & Abu Bakar, 2006; Nayan, 2002 as cited in Mah, Umar, & Chow, 2013). A study in Indonesia showed that learners still struggle in decision making and problem-solving which are essential points in publication writing, especially in making knowledge claim, organizing and developing the idea, and structuring arguments are noted as challenges (Azizah & Budiman, 2017)
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