Effects of Supervisory Written Corrective Feedback: A Review to Highlight Past and Future Research Directions

Abstract

Writing a dissertation is essential and widely recognized as a specifically challenging part of doctoral study[1]. A lot of postgraduates find this process complicated, exhausting, stressful, isolating and frustrating. It is necessary to recognize the effects of supervisory WCF since the whole journey of doctoral students learning depends on righteous supervisory feedback. Supervisors review student's dissertations and give feedback on a several of issues, they may highlight content, the idea of presentation/organization, the appropriate use of language, vocabulary and many other issues. The feedback on these areas have attracted great attention of researchers. Supervisor’s feedback to doctoral students on their dissertations have been referred to supervisory feedback[2]. The value of supervisory feedback has been investigated by several studies. This review will highlight the past investigations and future directions in supervisory written corrective feedback. Since feedback at advanced level has different dynamics and perspectives,it is crucial to understand the best way of giving written feedback to advanced learners[3]. It is worth addressing diverse ways to treat advanced learners’ writings with professional and satisfying supervisory feedback. Although numerous studies have been conducted on the subject, but recent research lacks a complete review on past research and future directions in the field of supervisory written corrective feedback. Hence, this review will attempt to fill the gap.