Student’ Preferences on the Focus of Feedback in Writing Research Proposals

Abstract

Students' preferences on the focus of feedback may improve the efficacy and efficiency of the supervisory process. However, there is a frequent misalignment of the focus of feedback among students and supervisors. This research aims to reveal the types of focused feedback preferred by the students and the types of focused feedback provided by the supervisors in the students' research proposals. The design employed a mixed-method design. The instruments used were a questionnaire and a table checklist. The data were collected through survey and documents analysis. The quantitative data were analyzed quantitatively while the qualitative data were analyzed qualitatively. Based on the questionnaires, the result of the types of focused feedback preferred by the students respectively is content focused feedback with the scores of 154 (25.84%). Meanwhile, based on the analysis of the documents, the types of focused feedback provided by the supervisors in the students' research proposals is the language form-focused feedback with the scores of 185 (33.27%). It can be concluded that students preferred to get content-focused feedback while the supervisors tend to provide feedback that focused on the language form.