Students’ Response to Feedback: An Exploratory Study

Song, Geraldine; Lee, Hwee Hoon; Alvin, Leong Ping

doi:10.1177/0033688217691445

Cited by 12 publications

(10 citation statements)

References 20 publications

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“…All in all, the findings of the study were in accordance with (Mahfoodh & Pandian, 2011), (Bitchener & Knoch, 2010), (Lee, 2008), (Treglia, 2008), (Elwood & Bode, 2014), and (Song, Hoon, & Alvin, 2017). Here, the students' responses showed a positive perception towards written corrective feedback.…”

Section: Figure 4 I Feel Satisfied When I Get My Teacher's Feedbacksupporting

confidence: 80%

Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive

Sabarun

2020

Vis. J. Lang. Foreign Lang. Learn.

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The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.

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Section: Figure 4 I Feel Satisfied When I Get My Teacher's Feedbacksupporting

confidence: 80%

Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive

Sabarun

2020

Vis. J. Lang. Foreign Lang. Learn.

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“…Such a definition is rather broad, and can include verbal/written values and comments. In the article the focus is on feedback in the form of written teacher comments (Song & Lee, 2017). Feedback improves learning outcomes and effective feedback requires teachers to first interpret student work or responses and then provide students with information that will improve their learning (Ruiz-Primo & Li, 2013).…”

Section: Introductionmentioning

confidence: 99%

Online English Language Teaching in the Midst of Covid-19 Pandemic: Non EFL Students' Feedback and Response

Sukmawati¹,

Sujarwo²,

Soepriadi

et al. 2022

Al-Ta'lim J.

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The Covid-19 pandemic has changed the order of learning that has been carried out by lecturers at universities. Learning shifted from traditional to online. Online learning is one of the main strategies that must be carried out by lecturers in order to ensure that the learning process continues. The study aims to determine students’ responses and feedbacks during online learning in English courses during Covid - 19. The research method used descriptive quantitative method. Data were taken using questionnaires and interviews. The questionnaire was prepared through Google Form and a link was sent to students, and lecturers via WhatsApp. The population and sample in this study were students of the DIII TLM study program, S1 Pharmacy, S1 PGSD and S1 ARS at Universitas Megarezky who took English courses. The instrument used is a response questionnaire and student feedback during online learning. Based on data processing and analysis that online learning carried out by lecturers in English courses has been effective, efficient, varied, helping students understand the material, forming independent learning, and increasing student active participation in learning. There are several important findings regarding online learning during the COVID-19 pandemic. Zoom, WhatsApp and Google Classroom are the most widely used applications as learning media. There are several obstacles experienced by teachers and students during the implementation of online learning related to internet access and quotas. Both students and teachers long for face-to-face learning activities directly in the classroom. Both students and teachers long for face-to-face learning activities directly in the classroom. Zoom, WhatsApp and Google Classroom are the most widely used as learning media. There are several obstacles experienced by teachers and students during the implementation of online learning related to internet access and quotas. Both students and teachers long for face-to-face learning activities directly in the classroom.

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“…The other results are that higher proficiency associated with lower anxiety levels, a better willingness to ask questions about feedback, and more favorable reactions to feedback, while the opposite was factual for lower-proficiency students; and that female student"s favored detailed, direct feedback more than male students did, while males indicated somewhat upper anxiety regarding feedback (Elwood and Bode, 2014). While in a disciplinary academic writing class, Song, Hoon, and Alvin (2017) analyze the extent to which students made appropriate revisions based on the feedback they received and find out that the students gave more attention to feedback on the rhetorical structure of their writing and were more focused on macro issues regarding the clarity of their thesis/topic statements and the logical development of ideas than with the mechanics.…”

Section: Students' Response and Engagementmentioning

confidence: 95%

Teachers’ Corrective Feedback on Students’ L2 Writing: State of the Art

Susanti

2017

Abjada

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Teachers’ corrective feedback has been largely practiced in L2 writing programs and still extensively researched especially in the last decade. In the literature about ESL and EFL writing pedagogy, it is not only the typology but also the effectiveness as well as the relationship to others have been discussed. This paper synthesizes the current progress in the field to draw what has been done by the researchers in the area particularly in both ESL and EFL setting. As many as sixty-six studies mostly published in reputable journals from 2008 to 2018 are synthesized; and the result is categorized into five themes that include: first, the effectiveness of teachers’ corrective feedback on L2 writing accuracy; second, the stance of teachers’ corrective feedback comparing to peer feedback and computer-generated feedback; third, teachers’ perceptions and practices, fourth, students’ response and engagements; and finally experts’ recommendation for further studies and for synergizing research findings and practices.لقد تم استخدام التغذية الراجعة للمدرسين بشكل كبير في برامج كتابة المستوى الثاني، ولا تزال تبحث على نطاق واسع خاصة في العقد الأخير. في الأدب حول تدريس اللغة الإنجليزية كلغة أجنبية (ESL) وعلم اللغة الإنجليزية (EFL)، لا يقتصر الأمر على التصنيف فحسب ، بل تمت أيضاً مناقشة الفعالية بالإضافة إلى العلاقة مع الآخرين. هذه الورقة تجمع التقدم الحالي في المجال لرسم ما قام به الباحثون في المنطقة خاصة في كل من ESL و EFL. يتم تجميع ما يصل إلى ستة وستين دراسة يتم نشرها في الغالب في المجلات ذات السمعة الجيدة من عام 2008 إلى عام 2018؛ ويتم تصنيف النتيجة في خمسة محاور تتضمن: أولاً، مدى فاعلية ملاحظات المدرسين التصحيحية على دقة الكتابة في المستوى الثاني؛ ثانياً، موقف المدرسين التصحيحي التصحيحي مقارنةً بملاحظات الزملاء والمعلومات المرتجعة بالحاسوب؛ ثالثا، تصورات وممارسات المدرسين، رابعاً، استجابة الطلاب ومشاركاتهم؛ وأخيرًا توصية الخبراء بإجراء المزيد من الدراسات وتوحيد نتائج البحوث والممارسات.Umpan balik korektif para guru telah banyak dipraktekkan dalam program penulisan L2 dan masih banyak diteliti terutama dalam dekade terakhir. Dalam literatur tentang pedagogi penulisan ESL dan EFL, tidak hanya tipologi tetapi juga efektivitas serta hubungan dengan orang lain telah dibahas. Makalah ini mensintesis kemajuan saat ini di lapangan untuk menggambarkan apa yang telah dilakukan oleh para peneliti di daerah tersebut terutama dalam pengaturan ESL dan EFL. Sebanyak enam puluh enam studi yang kebanyakan diterbitkan dalam jurnal terkemuka dari tahun 2008 hingga 2018 disintesis; dan hasilnya dikategorikan ke dalam lima tema yang meliputi: pertama, efektivitas umpan balik korektif guru pada akurasi penulisan L2; kedua, sikap umpan balik koreksi guru dibandingkan dengan umpan balik teman dan umpan balik yang dihasilkan komputer; ketiga, persepsi dan praktik guru, keempat, respon dan keterlibatan siswa; dan akhirnya rekomendasi para ahli untuk studi lebih lanjut dan untuk mensinergikan temuan dan praktik penelitian.

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Students’ Response to Feedback: An Exploratory Study

Cited by 12 publications

References 20 publications

Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive

Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive

Online English Language Teaching in the Midst of Covid-19 Pandemic: Non EFL Students' Feedback and Response

Teachers’ Corrective Feedback on Students’ L2 Writing: State of the Art

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