Exploring the use of direct corrective feedback on writing an Undergraduate Thesis

Abstract

<p class="AbstractText"><em>This study explored the use of direct corrective feedback in the Thesis Proposal writing course where the students are expected to develop their undergraduate thesis proposal at Universitas Brawijaya and how direct corrective feedback can help the students to deal with their academic writing. The data were obtained from six students who have taken the Thesis Proposal Writing course and one lecturer who taught the course using two instruments: an interview guide and observation checklists to triangulate and ensure the validity. The result showed that: (1) direct corrective feedback was employed by the teachers to help the students to deal with their writing because direct corrective feedback was the most suitable and comprehensive feedback (2) the lecturer provided direct corrective feedback through Google Classroom and Google Documents for asynchronous meeting and Google Meet for synchronous meeting (3) Direct corrective feedback helped the students to deal with their writing since the students had high positive attitude and is preferred by the students to revise their drafts. In teaching writing, the result implied that it will be very beneficial for the teacher to provide direct corrective feedback to the students as teaching strategies and the students to correct their drafts easily.</em></p>

What Do Teachers Need? A Probe of Best Practice for Assessment as Learning in EFL Writing Class

“…The results showed that feeling overwhelmed becomes the highest one due to the number of students followed by plagiarism and how the students organize their ideas. This result is in line with [25], [26] Anyiedah (2017), and [27] in terms of the number of students, but it differs from the other factors which are students" proficiency and time constraint. However, it is in contrast to [28] and Singh, et al (2020) who found that sufficient training, pedagogical knowledge, and qualification are the challenges for the teacher, [29] , Hidayati (2018), [30], Rasid & Hui (2021) who found that motivating students, different range of proficiency, parental involvement, and lack of knowledge are the challenge to teach writing.…”

“…It is another essential factor that can affect both teachers and students in the teaching and learning writing process. For example, [27] mentioned that sometimes the teacher felt afraid and worried about providing feedback due to the effect after the students receive feedback and [41] found that low achiever students suddenly became demotivated and discouraged with direct teacher feedback.…”