Written Feedback Research Articles

College Students' Experience in Online Asynchronous Peer Feedback in Writing

Writing is heavy, tedious, and difficult for college students. Likewise, writing instruction is equally arduous for teachers. The implementation of online and remote classes due to the COVID-19 pandemic becomes an opportunity for students to develop writing through their peers’ feedback. This study analyzes the college students’ experience and evaluation in online asynchronous peer feedback in writing. One hundred college students in free sections from a private university responded to an adopted, modified, and validated survey questionnaire and focus group discussions to evaluate and validate their experience in online asynchronous peer feedback in writing. The survey results underwent statistical analysis using Statistical Package for the Social Sciences (SPSS), version 20, to determine the weighted mean scores. Thus, the results revealed that the college students have a strong positive experience in online asynchronous peer-feedback in writing with the course facilitator of English language-based subjects. Though online asynchronous peer feedback in writing is an established learning approach, it is not yet maximized in all or most classes of college students. Nevertheless, the study concludes that the positive assumptions, experimentations, and explorations done in online peer feedback in writing remain valuable for college students, especially in their asynchronous writing development.

The Implementation of Teacher's Indirect Corrective Feedback in Learning Writing

This study was conducted (1) to find out whether the implementation of indirect corrective feedback can improve the students in learning writing; and (2) to describe what happens when teacher’s indirect corrective feedback is implemented at one of senior high schools in Boyolali. The method used in this research was classroom action research, consisting of two cycles, each consisting of planning, acting, observing, and reflecting. In this action research, the researcher is as the teacher in the teaching learning process. There were qualitative and quantitative techniques of data collections in this research. The qualitative technique of data collection included interview, observation, diary, audio recording, transcription, and document analysis. Whereas, the quantitative included the students’ pre-test and post-test scores. The findings showed that the implementation of teacher’s indirect corrective feedback could improve the students’ writing skill in argumentative essay and the classroom situation. The mean score improved from 65.42 in pre-test, to 72.89 in post-test 1, and to 77.93 in post-test 2. Teacher’s indirect corrective feedback also changed the class situation to be more active, interactive, and attracted the students to join the teaching learning process.

The Effects of Digital Written Feedback on Paper-based Tests for College Students

The Effects of Digital Written Feedback on Paper-based Tests for College Students

Examining Pre-Service Literacy Teachers’ Perceptions about Providing Writing Feedback to Elementary Students

The purpose of this qualitative study was to examine pre-service teachers’ perceptions about providing writing feedback to fourth-grade students. A group of 102 pre-service teachers participated in the study. Data were analyzed using the constant comparative method. The findings revealed four critical components to giving feedback, the importance of scaffolding for the writer, and the vulnerability of pre-service teachers regarding writing. Implications for teacher educators include the importance of providing authentic writing and feedback opportunities for pre-service teachers. Additionally, pre-service teachers would benefit from being exposed to a strengths perspective in order to nurture their growth as proficient writers and writing teachers, thereby modeling how strong writing communities are built.

온라인 글쓰기 피드백 시스템 개발 사례 및 개선점 : 숙명여자대학교 온라인 글쓰기 피드백 시스템을 중심으로

본 연구는 2020년 1학기 동안 진행한 숙명여대 <온라인 글쓰기 피드백 시스템>(가칭 ‘사맛’)의 시범 운영 성과 및 학생글 자료를 대상으로 기초 조사를 수행한 결과이다.<BR> 온라인 글쓰기 피드백의 과정은 초고-피드백-수정본으로 이어지고 중간고사를 기준으로 하여 전반부에는 서평을, 후반부에는 소논문을 피드백해 주었는데, 초고와 완성원고 사이에는 유의미한 차이가 생겼고 피드백 과정을 통해 온라인 글쓰기 피드백만의 장점을 찾을 수 있었다.<BR> 설문조사 통계 분석 결과, 글쓰기 지도의 특정 부분에 대한 선호도가 학습자의 만족도 자체에 차이를 가져오지는 않았으며 글쓰기 피드백 시스템의 불편한 점에 대한 문항에 답변한 응답자의 경우에도 피드백 시스템 자체에 대한 만족도에는 차이가 없는 것으로 나타났다. 그러나 온라인 피드백 시스템이 대면 시스템과 달리 차별화되어 제공하는 서비스의 특장점에 대한 만족도 차이는 나타났기 때문에 온라인 글쓰기에서 학생들의 만족도는 피드백 지도의 분야나 특성보다는 시스템 자체가 갖는 장점에 더 많은 영향을 받는다는 것을 알 수 있었다. 따라서 온라인 글쓰기 피드백 시스템의 성공이나 효과성의 관건은 시스템 자체의 장점을 최대한 살릴 수 있어야 한다는 결론을 얻게 된다.<BR> 온라인 피드백이 비록 비대면으로 진행되기는 하지만 피드백 교육 내 커뮤니케이션은 여전히 사람 중심으로 이루어져야 한다. 따라서 인간 중심의 의사소통을 구현하고 어떻게 학습자의 필요에 귀 기울이며 교감할 수 있는지에 대한 고민을 이어가야 할 것이다.<BR> 숙명여대 온라인 글쓰기 피드백 시스템은 무엇보다 ‘피드백 이력원칙’을 구현함으로써 피드백의 전 과정을 데이터화해서 살펴볼 수 있고, 교수자나 학습자가 그것을 통해 효과적인 교육/학습을 할 수 있도록 보조하는 역할을 할 수 있다는 점에서 가장 큰 의의를 찾을 수 있다.

Book Review: Feedback in Second Language Writing: Contexts and Issues (2nd Edition)

Book Review: Feedback in Second Language Writing: Contexts and Issues (2nd Edition)

Investigating Teachers’ Perceptions on Written Feedback Practices in Malaysian Secondary Schools

This researchis toinvestigateteachers’ perceptions and practices about teacher-written feedbackin a secondary school in Malaysia. There are empirical studies conducted on the effectiveteacher-written feedback practicesto the students’ writing performance.However, there is a little researchwasconducted in Malaysiaon teachers’ perceptions regarding the role of teacher-written feedback in writing.Teachers’ perceptions and practices on written feedback is important to determine how teacher-written feedback place in their formative assessment.The results suggest that written feedback is commonly practiced in writing classroom and the teacher’s perceptions influenced to teacher-written feedback practices. It was found that most teachers consider written feedback is ineffective practices to help students to improve their writing. Teachers recognised that because of time constraints and students attitude influence the effectiveness of the written feedback to the learning process. Several factors were found to have a great influence on the amount and quality of written feedback. The most significant factor was trainings to influence teachers’ perception indicating that teacher-written feedback is unimportant in which was influenced teachers’ practices in the classrooms

Investigating the Strategies that Teachers Used in Written Feedback on Students’Writing in EFL Clssroom Especially at First Year Students of Wachemo University Incollege of Social Science and Humanities

The main purpose of this study was to investigate the strategies in which teachers used in written feedback on students’ writing in EFL classroom especially at first year students of wachemo University in college of social science and humanities. The study used mixed/ qualitative and quantitative research methods. The researcher used qualitative research techniques to collect participants experience and practices on written feedback in writing. Besides this, qualitative approach was also used to ensure the reliability of quantitative data gathering and to examine whether english teachers play relevant role in writing activity. There is no rigid guidelines which bounds about the size of sample, but scholars agree that a sample size of 10% can work well. Based on this issue the researcher planed to include about 40 research participants from the total of 349 students. Which means from each departments the researcher selected 10% participants by using simple random method. (i.e Specifically lottery method).however the total number of students in each department were not equal, as a result the researcher selected the participants in relation with their total numbers in all departments. Since the number of teachers were very small and manageable, the researcher included all in their sampling which is known as comprehensive sampling. Through this finding, useful light has been shed on teachers general practice, their writing instruction patterns, and their implementation of feedback in the writing class. There has also been an examination of the students’ response and attitude to a feedback that occurred before the finally draft. The finding of the study is more or less positive because, it implies that the strategies of teachers’ written feedback were somehow appropriate that contributes for the learners’ development of compositions skill. However, the teachers’ job is not limited to providing feedback as such, but it extends to ensure that the feedback provided has been taken in to account. The study also identified that, most of students have poor performance in writing and they could not accept their teachers’ written feedback. This was the reason for the occurrence of problem in class room. In other way fear not to be judged by others also, factors that affect students’ composition. Keywords: transcribing, symbols, flout, rigid DOI: 10.7176/RHSS/11-7-02 Publication date: April 30 th 2021

Doing More With Written Feedback: Improving Learner Satisfaction and Reflection With the LEAF (Learner-Engaged Analysis of Feedback) Method.

Written feedback is often overly positive, nonspecific, and difficult to interpret. Learner satisfaction with written feedback is low and obtaining written feedback that encourages self-reflection is challenging. Improving feedback quality is laborious and only modestly effective. The authors developed the LEAF (Learner-Engaged Analysis of Feedback) method to improve learner satisfaction with, and reflection on, existing written feedback. The method pairs a learner and coach to methodically identify themes in the learner's written feedback. Themes occurring more frequently or less frequently than typical offer areas for reflection, as they may identify learners' relative strengths or weaknesses. The method was introduced at the Massachusetts General Hospital in 2017 during program director (PD) meetings with anesthesiology residents. In 2018, resident satisfaction was measured (1 to 5 Likert-type questions, 1 = "not at all satisfied," 5 = "extremely satisfied") for 4 feedback sources, 2 related to the LEAF method (PD meetings, written feedback) and 2 unrelated (verbal feedback, mentor feedback). Residents' comments were qualitatively assessed to explore the impact on self-reflection. Residents who had participated in a LEAF session (n = 54), compared with those who had not (n = 11), reported higher satisfaction with written feedback (mean 3.1 versus 2.5, d = 0.53, P = .03) and PD meeting feedback (mean 3.8 versus 2.8, d = 0.80, P = .03). There were no significant differences between groups for satisfaction with feedback unrelated to the LEAF method. Qualitative analysis of comments suggested that residents found the method useful for providing holistic self-assessment, facilitating goal setting, uncovering blind spots, and improving feedback interpretation. Next steps should include studies determining if the association between increased learner satisfaction with written feedback and the LEAF method is causal, and whether this feedback process changes learners' subsequent behaviors.

An Overview and Evaluation of Written Corrective Feedback in L2 Writing

An Overview and Evaluation of Written Corrective Feedback in L2 Writing

Perceptions of Immediate Written Feedback Provided to SLP Graduate Clinicians During Tele-Therapy Sessions

Given the status of clinical practice and the heavy reliance on technology due to COVID-19, it is important to investigate clinical supervision practices. The purpose of this study was to determine whether immediate feedback using technology was beneficial for a university clinical setting specifically where current supervision of students is undertaken via a virtual platform. The chat function via the Zoom teletherapy platform was used to deliver immediate written feedback to SLP graduate clinicians. Utilizing technology allowed supervisors to provide immediate, in-session written feedback to SLP graduate clinicians. The objective was to investigate the perceptions of immediate feedback for the SLP graduate clinicians and their supervisors. The objective was met through the utilization of surveys at the end of the study which indicated a preference for immediate feedback for both the supervisors and the SLP graduate clinicians. Having the ability to use technology helped supervisors support the SLP graduate clinicians discretely, especially given the nature of remote supervision. Immediate written feedback utilizing technology should be considered as a means of supporting the SLP graduate clinicians in developing their clinical skills.

Effectiveness of AI Editing Software for Corrective Feedback in L2 Writing

This study examined whether AI-based editing software can contribute to the improvement of L2 learners’ writing quality measured by four indicators: syntactic complexity, lexical variety, lexical richness, and readability. A total of 65 college students at a low-intermediate level of fluency participated in this study. One class, consisting of 30 students, was randomly designated as the control group, and another class with 35 students as the experimental group. Free versions of Grammarly, an AI-based written corrective feedback provider, and Quillbot, an AI-based paraphrasing suggestion provider, were used as a treatment for the experimental group. The analysis revealed that the experimental group outperformed the control group in terms of syntactic complexity, lexical variety, and readability. However, little difference has been detected between the groups in terms of lexical richness. This result suggests potential pedagogical capabilities AI-based editing software can offer L2 writers and teachers.

AN ANALYSIS OF FOCUSED METALINGUISTIC WRITTEN FEEDBACK: How would learners react?

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.

ON DEMAND: Feedback to the Future: Providing Writing Feedback to Foster Students’ Transfer of Knowledge (15 mins)

Instructors are sometimes frustrated when the feedback they provide for student writing seems not to be acted on in subsequent assignments. This problem, we propose, is more complex than urging students to pay attention to prior feedback in future assignments. It’s a matter also of providing feedback that supports transferable learning and that cues students to apply that learning going forward. In this presentation we share a variety of moves instructors can make in their written feedback to foster students’ forward-reaching transfer of learning. Drawing on theories of learning transfer (Perkins & Salomon, 1988; Devet, 2015; Hill, 2016), which propose that transfer must often be cued, primed, and guided, we developed a framework to help identify a repertoire of moves that can support transfer. We provide examples drawn from written feedback on student writing. We will briefly (re)introduce participants to transfer theory; connect that theory to the framework we used to identify or shape feedback on student writing; and present example examples of each type of move.

Written Feedback on Midterm Scripts: Students’ Expectations, Problems and Preferences

Considering the increasing importance of written feedback (WF) on students’ scripts in education nowadays in Bangladesh, this research paper aimed to find out students’ expectations and problems regarding the written feedback provided on their midterm scripts by teachers. It also aimed to find out preferences of students in light of their expectations for making this process more effective. Both quantitative and qualitative data were collected from students (1st year to master’s) of the Department of English, X University (pseudonym for a public university) through questionnaire and two Focus Group Discussions (FGDs). There were 86 participants in total (78 respondents of the questionnaire and 8 participants in the FGDs). The study found out that although students expect written feedback on their scripts, they are more interested to check their marks. It also found that some students expect corrections by teachers without trying on their own. Regarding problems faced by students, it was found that many students do not understand feedback with signs and symbols. The findings of this paper indicate that preferences of students should be taken into account by teachers and others concerned to make the process written feedback effective for students.

"It's Not Like He Was Being a Robot:" Student Perceptions of Video-Based Writing Feedback in Online Graduate Coursework

"It's Not Like He Was Being a Robot:" Student Perceptions of Video-Based Writing Feedback in Online Graduate Coursework

A Study on Written Feedback Principle of Teachers about Learner’s Creative Poem

A Study on Written Feedback Principle of Teachers about Learner’s Creative Poem

The Role of Written Corrective Feedback in EFL Writing

There is a great body of literature that indicates that writing is the most difficult language skill in language learning. Students often find it challenging to write a coherent, well thought and well accurate piece of writing because of the various aspects (organization, content, grammar, syntax, word choice) they need to satisfy while writing. For teachers of writing, what matters is not students’ mastery of all these aspects at once, but their ability to write a good piece of writing. This aim is really disregarded once the produced paper receives little or no feedback on students’ writing. Therefore, the proposed paper aims at outlining the different strategies and types of written corrective feedback that English foreign language (EFL) teachers employ to respond to students’ writings, focusing on the definitions, characteristics, advantages and limitations of each strategy and type. Suggestive dimensions of feedback provision and useful tips on implementing good feedback are also addressed.

The Socialization of L2 Doctoral Students through Written Feedback

ABSTRACT This study examined the role of written feedback in the academic discourse socialization of second language doctoral students at a Canadian research university. Using a second language socialization framework, and foregrounding the sociocultural and interactional contexts of language learning and use, this article considers written feedback to be a form of social practice that socializes students and discursively positions them into a range of identity categories, academic discourse practices, and communities. Data sources include interviews, student-produced narratives, and written feedback artifacts. The analysis focuses on the students’ interpretations of, responses to, and stated preferences and dispreference towards the feedback they received. Findings reveal that feedback played a formative role in their broader socialization and contributed to the co-construction of academic identities and (in)access to preferred discourse practices in their departments and disciplines.

Engagement With Automated Writing Feedback in Mandated vs. Voluntary Conditions

Engagement With Automated Writing Feedback in Mandated vs. Voluntary Conditions