Impacts of Teacher-Written Corrective Feedback with Teacher-Student Conference on Students’ Revision

Abstract

Although providing students with teacher written corrective feedback for their writing is considered critical, research has not come to conclusive findings on which form of written corrective feedback can best promote students' learning. Students still face a lot of problems in making sense of written corrective feedback from their teachers. Hence, interaction between teacher and student is necessary to solve such problem of feedback communication. Responding to this issue, the present study was intended to examine the effects of teacher written corrective feedback combined with teacher-student conference on students' revision in writing a cause-effect essay. Two intact classes of 73 students taking an academic writing course at Institut Agama Islam Negeri -IAIN -Tulungagung were involved in this study. A cause-effect writing prompt and a revision scoring rubric were developed for use as the instruments to collect data on students' making revisions. The findings show that there is no statistical significant difference in the mean scores of the revisions of the students given teacher written corrective feedback combined with teacher student conference and those of students provided with teacher written corrective feedback only.

Effects of Teacher-Student Conference on Paragraph Writing of EFL Students in Thailand

“…However, the study of [20] showed that teacher-student conference did not significantly improve students' essay structure in terms of content and organization. The study of [25] revealed that students tended to have a possibility of positive tendency in having better revision in writing which corresponded with the results of this study.…”

“…These results corresponded with those of [12,20] that the teacher-student conference significantly improved grammar and vocabulary. The study of [25] revealed that the majority of students made statistically significant reductions in subject-verb agreement errors and run-on sentences; however, it was suggested that the conference should focus on a major problem so that students can identify their main weaknesses and are able to highlight their errors.…”

An automated writing evaluation (AWE) in higher education

“…This domain is beyond forms and semantics so that it needs the teacher's role to handle this weakness. Hence, interaction and discussion between students and their teachers can foster a festive learning atmosphere, contributing to meaningful students' writing class engagement, in line with the study by Isnawati et al (2019). Although students' engagement with written corrective feedback has been explored quite extensively (see Zhang, 2017;Zheng & Yu, 2018), this issue remains underexplored in the context of the current development of AWE such as Grammarly.…”

“…The students can use the feedback to revise their papers autonomously, but the teachers' role is still vital to clarify the feedback. Such a teacher role implies the benefits of implementing teacher-student conferences as explored by Isnawati et al (2019).…”

“…They can also maintain their writing performance from the reflection on the feedback given by the teachers. The benefits of corrective feedback have been empirically justified by previous scholars (e.g., Isnawati, Sulistyo, Widiati & Suryati, 2019;Wang, Shang, & Briody, 2013;Yang, 2010), asserting that feedback can influence students' writing quality. The study by Isnawati et al (2019) revealed that when teacher corrective feedback was combined with a teacher-student conference, the students under the study had a greater mean score of writing performance, implying a possibility of positive impacts of teacher written corrective feedback combined with a teacher-student conference.…”