Academic tutors’ beliefs about and practices of giving feedback on students’ written assignments: A New Zealand case study

Li, Jingrui; Barnard, Roger

doi:10.1016/j.asw.2011.02.004

Cited by 33 publications

(15 citation statements)

References 26 publications

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“…Although providing quality and encouraging feedback is mostly accepted to be an important component of teacher practice in writing classes (e.g. Lee, 2007;Gielen, Peeters, Dochy, Onghena, & Struyyen, 2010;Parr & Timperley, 2010;Strijbos, Narciss, & Dünnebier, 2010;Li & Barnard, 2011), there are divergent suggestions regarding what makes a quality feedback. Some researchers argue that feedback on students' writing tasks should include comments on form (e.g.…”

Section: The Scope Of Feedback In Second Language Writing: Educators'mentioning

confidence: 99%

An Insight to Students’ Perceptions on Teacher Feedback in Second Language Writing Classes

Şeker¹,

Dinçer²

2014

ELT

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Feedback is one of the crucial elements in language learning and teaching. In second language writing context, the effectiveness of feedback becomes even more important as it has an impact on the whole process of language learning. To increase the effectiveness of feedback, a teacher is expected to use any possible mean(s) available to suit learners' needs and concerns (Hamp-Lyons, 2001;Hyland, 2010). In this respect, rather than framing the feedback process based on the premises put forward in other teaching situations, the study attempts to bring into view the students' perceptions and preferences on feedback in their writing classes to be able to shape the feedback process based on a specific teaching context. The data for the study were gathered utilizing a Likert-Type questionnaire and a semi-structured interview from students (n = 457) at preparatory level studying English at a state university in Turkey. The data were analyzed quantitatively using SPSS 17.0 and qualitatively following content analysis. The results of the study are meant to bring in-depth insights to students' opinions regarding the scope of feedback in writing classes and to provide guidance to shape the process of giving feedback.However, in second language instruction, identifying the scope and the format of providing feedback for learners' writings has always been controversial. The ongoing debate is multifaceted. While educators' views display divergent implications for the feedback process in writing classes, the studies conducted on students' opinions and attitudes also present disparate results. www.ccsenet.org/elt English

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Section: The Scope Of Feedback In Second Language Writing: Educators'mentioning

confidence: 99%

An Insight to Students’ Perceptions on Teacher Feedback in Second Language Writing Classes

Şeker¹,

Dinçer²

2014

ELT

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“…For example, Li and Barnard (2011) reported a New Zealand university case study examining the beliefs and practices of untrained and inexperienced tutors about giving WCF on students' assignments. They observed that the tutors' main reason behind their WCF strategy was not to improve the students' writing skill but to justify the awarded grades.…”

Section: Wcf: Teachers' Proficiencymentioning

confidence: 99%

Teachers’ writing proficiency and assessment ability: the missing link in teachers’ written corrective feedback practice in an Iranian EFL context

et al. 2017

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Background: Teachers' writing proficiency and writing assessment ability and their role in improving writing instruction in second language learning classrooms are issues that have not been investigated empirically and rigorously. To bridge the gap, we investigated the writing proficiency, writing assessment ability, and written corrective feedback beliefs and practices of Iranian English teachers who gave feedback on learners' writings.

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“…spelling, grammar, and word choice) seem to be more common than those tackling other important aspects of writing such as how arguments are constructed (Connors and Lunsford, 1993;Stern & Solomon, 2006). Comments may also have a dismissive or judgemental tone (Carless, 2006;Connors and Lunsford, 1993;Higgins et al, 2002;Li and Barnard) and this could affect how students perceive and engage with feedback. As Boud (1995) reflects, 'We judge too much and too powerfully, not realising the extent to which students experience our power over them' (p. 43).…”

Section: Current Understandings Of How Students Develop Their Academimentioning

confidence: 99%

“…Furthermore, Li and Barnard (2011) argue that semi-structured interviews can lead to a better understanding of the participant's context by allowing participants more freedom to articulate their views and experiences. This blend of focus and flexibility generated a considerable amount of rich data from 44 interviews, which produced over 50 hours of recordings, allowing deep analysis, comparison and reflection, often seen as key characteristics of qualitative research.…”

Section: Semi-structured Interviews With Students and Tutorsmentioning

confidence: 99%

“…One common criticism of surveys is that they tend to impose preconceived classifications and often have a limited scope with little attention to the contexts in which academic practices take place (Braine, 2002). Others like Li and Barnard (2011) claim that attitudes measured by these methods are just the surface expression of underlying values, beliefs and knowledge and thus are unable to accurately represent deeper mental constructs. However, when used as part of a wider study that includes qualitative data, surveys can produce useful information, for example, by including questions to determine the extent to which participants engage in certain behaviours or the degree to which respondents agree with certain value statements (Austin, 1990).…”

Section: The Questionnaires: Paper and Online Surveysmentioning

confidence: 99%

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Feedback in Masters Courses and the Development of International Students’ Academic Literacy

Solano¹,

Bernado²

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Despite numerous studies on feedback and academic literacy, few have focused on the experience of international students on postgraduate taught courses, particularly in terms of how feedback contributes to the development of their literacy practices in UK universities. This study contributes to the discussion on what academic literacy is, and the role of tutor feedback in its development. The design includes surveys, semi-structured interviews, feedback samples and course documents, to explore the experiences of students and teaching staff in various disciplines in two British universities. The research reveals core elements of academic literacy and useful insights into their multiple interpretations, underlining how disciplinary variation, student and staff diversity can influence its conceptualisation and practice. Results point to the potential of dialogic feedback to develop academic literacy while also identifying other practices that contribute to its development. One key finding is that, besides the characteristics of feedback itself, personal and institutional factors such as length, structure and interdisciplinary nature of programmes can limit the role of feedback in academic literacy development. The research concludes that pedagogical practices such as assessment and feedback cannot be separated from either the individuals or the pedagogical spaces in which they occur, so their impact can be enhanced or constrained by such spaces and the people inhabiting them. Further research needs to explore the effect of specific personal and institutional factors on feedback practices and academic literacy development. Given the importance of feedback and evidence of student dissatisfaction revealed by the findings, institutions should implement systematic approaches to measure its effectiveness. A key recommendation is for institutions to encourage and maintain meaningful dialogue with students at different levels from programme design to course evaluation. There is also a need for tutors to adopt a more open and inclusive disposition to academic literacy, reducing their reliance on written assessment and being more accepting of international students' native literacy practices.

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Academic tutors’ beliefs about and practices of giving feedback on students’ written assignments: A New Zealand case study

Cited by 33 publications

References 26 publications

An Insight to Students’ Perceptions on Teacher Feedback in Second Language Writing Classes

An Insight to Students’ Perceptions on Teacher Feedback in Second Language Writing Classes

Teachers’ writing proficiency and assessment ability: the missing link in teachers’ written corrective feedback practice in an Iranian EFL context

Feedback in Masters Courses and the Development of International Students’ Academic Literacy

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