Student and instructor perceptions on feedback to student writing

Download
index.pdf
2012
Vanlı, Gökçe
Show full item record
355
views
187
downloads
Giving written feedback to students’ essays has gained importance by the emergence of the process approach to teaching writing. In the literature, many studies have been conducted to when and how to provide teacher feedback to students’ writing. In contrast, there have been very few studies on the teacher and students’ perceptions of teacher feedback. The aim of the present study is to investigate the EFL students’ expectations of, preferences for and handling of teacher feedback and to investigate the instructors’ perception of written feedback and their expectations of the students. To this end, the researcher designed this study and carried it out in ENG 102 course at Middle East Technical University. The data for the study were collected through both quantitative and qualitative data collection tools. These tools were the questionnaire and the Writing Self-Efficacy Scale administered to the students and the interviews held with some of the students and instructors teaching at the Department of Modern Languages. The data were collected in the spring semester of the 2009-2010 academic year. Analyses of the collected data revealed that both the teachers and the students think that teachers play a key role in improving a student’s writing ability. However, there seems to be a kind of mismatch between what the students expect and what the teachers provide. The study also displays that the students’ expectations of, preferences for and their handling of teacher feedback changes according to some factors such as the students’ gender or faculty. The teachers should be aware of such differences and reflect this knowledge in their teaching practices. Finally, the study reveals that there is a positive correlation between the students’ writing self-efficacy beliefs and their perceptions regarding the value they attach to teacher feedback in general.
Academic writing, English language, English language, English language, Feedback (Psychology).
http://etd.lib.metu.edu.tr/upload/12615711/index.pdf
https://hdl.handle.net/11511/22601
Graduate School of Social Sciences, Thesis

Suggestions

The Relationship between students' preference for written feedback and improvement in writing : is the preferred one the best one?
Kağıtcı, Burçin; Hatipoğlu, Çiler; Department of English Literature (2013)
This study aimed to investigate a) which type of written feedback (direct feedback or use of error codes) university prep-school EFL students with elementary level of proficiency prefer to receive on their written texts, b) whether or not the (mis)match between students’ preferences and received feedback affect their level of improvement in writing, and c) to what extent the students’ previous writing experience affect their preference for the type of written feedback. In order to determine the students’ pr...
The Effect of english opinion essay writing instruction on Turkish essay writing : a case of university preparatory school students
Kaya, Seyithan; Sağın Şimşek, Sultan Çiğdem; Department of English Language Teaching (2013)
This study investigates the effects of instructions for English One-Body opinion essay on Turkish essay writing. Data were collected in five steps: (1) Pre-Test in Turkish; (2) Introduction to Essay, and One-Body Opinion essay writing instruction in English; (3) English Essay; (4, 5) Post/Delayed Post-Test in Turkish. The essays were collected from 39 students having started school as beginners and reached pre-intermediate level of English at the time of data collection at the university preparatory school....
Self-assessment of students' speaking skills
Başak, Helin; Sağın Şimşek, Sultan Çiğdem; Department of English Language Teaching (2019)
This study has the main aim to examine whether there is a significant difference between students’ self-assessment of their speaking skills and teachers’ assessment of students’ speaking skills. In addition, the study also aims to determine whether students and teachers assess different components of speaking skill such as grammar, vocabulary, pronunciation, and fluency significantly different from each other or not. Finally, the study aims to investigate whether students’ self-assessment show differences i...
Facilitating english as a foreign language learners’ vocabulary learning, task completion and contextual vocabulary exploration processes in a mobile supported situated learning environment
Uz Bilgin, Çiğdem; Tokel, Saniye Tuğba; Yalçın, Şenöm Tuğba; Department of Computer Education and Instructional Technology (2016)
The aim of this study was to investigate how vocabulary learning, task completion, and contextual vocabulary exploration processes of English as a Foreign Language (EFL) learners can be facilitated in a mobile supported situated learning environment. METU Science and Technology Museum which is a large, open space populated with interactive science exhibits was chosen as an authentic learning environment. Mobile system which includes instructions of the experiments and also provides dictionary and visual def...
The impact of teaching practicum on pre-service teachers’ perception of ELT
Arığ, Ayşe; Çopur, Deniz; Department of English Language Teaching (2016)
The purpose of the current study is to explore and identify the effects of practicum on pre-service English teachers’ perceptions of ELT. The study aims to interpret student teachers’ beliefs and perceptions after their first practicum experience during their school visits in FLE 425 School Experience. Five senior pre-service EFL student teachers, who had their first teaching experience in FLE 425 took part in the study. All student teachers were studying in the Department of Foreign Language Education at M...
Citation Formats
G. Vanlı, “Student and instructor perceptions on feedback to student writing,” Ph.D. - Doctoral Program, Middle East Technical University, 2012.
METU IIS - Integrated Information Service open@metu.edu.tr