Teachers’ written feedback comments on narrative texts in Elementary and Secondary Education

EFL Supervisors’ Written Feedback Focus and Language Functions on Masters Degree Students Thesis

“…The results obtained from both on-script feedback comments and interviews disclosed that the supervisors generally used the directive feedback language most dominantly in their feedback provision as compared to expressive feedback. This nding is consonant with previous works in which directive feedback has been found pervasiveness in the provision of feedback (Gul et al, 2016;Leng, 2014;Lucero, Fernández & Montanero, 2018;Yenus, 2018). Conversely, the study done by Kumar and Stracke (2007) showed that the directive and expressive feedback functions shared equal status in the feedback provision of the supervisors.…”

“…Concerning language functions of written feedback, a couple of studies showed the prevalence of direct feedback provision on students' errors (Gul et al, 2016;Lucero, Fernández & Montanero, 2018). Besides, Yenus (2018) carried a study on language functions of supervisors' written feedback to students' thesis at Bahir Dar University, Ethiopia.…”

“…The nding showed written feedback on the genre of the thesis, content knowledge, and linguistic accuracy and appropriateness were frequently offered in priority, respectively. Other studies (Gul et al, 2016;Lucero, Fernández & Montanero, 2018) disclosed that teachers used to place excessive emphasis on local and super cial issues at the expense of other semantic, rhetorical or pragmatic aspects. Nevertheless, in Ghazal et al (2014) study, most feedback comments focused on the content while still, some emphasized form and style.…”

“…The studies reviewed above ought to be re-reviewed in terms of their perspectives, study focus, and tools employed to identify and justify the felt gaps. Accordingly, some of the studies were done on written feedback from teachers' perspectives (Gul et.al, 2016;Lucero, Fernández, & Montanero, 2018;Hyland & Hyland, 2001). Others viewed written feedback on students' assignments from both teachers' and students' perspectives (Ghazal et.al, 2014;Mulliner & Tucker, 2015).…”

“…Concerning tools employed, most studies used a questionnaire and focus group discussions or interviews. However, some studies applied written feedback comments as the only tool (Iqbal, et al, 2014;Kumar & Stracke, 2007;Lucero, Fernández & Montanero, 2018;Yenus, 2018). On the other hand, Ghazal et.al (2014) employed feedback comments and student interviews while Hyland and Hyland (2001) utilized feedback comments along with teacher interviews and think-aloud protocol.…”