Students’ response to feedback : an exploratory study
Much research work on teacher feedback has concentrated on the perceptions of students and teachers on feedback, but few studies have addressed the extent to which students respond to their teachers’ written feedback, particularly at the tertiary level. This study analysed the extent to which studen...
Saved in:
Main Authors: | , , |
---|---|
Other Authors: | |
Format: | Article |
Language: | English |
Published: |
2020
|
Subjects: | |
Online Access: | https://hdl.handle.net/10356/138029 |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Institution: | Nanyang Technological University |
Language: | English |
id |
sg-ntu-dr.10356-138029 |
---|---|
record_format |
dspace |
spelling |
sg-ntu-dr.10356-1380292023-03-11T20:06:16Z Students’ response to feedback : an exploratory study Song, Geraldine Hoon, Lee Hwee Leong, Alvin Ping School of Humanities Humanities::General Academic Writing Feedback Much research work on teacher feedback has concentrated on the perceptions of students and teachers on feedback, but few studies have addressed the extent to which students respond to their teachers’ written feedback, particularly at the tertiary level. This study analysed the extent to which students made appropriate revisions based on the feedback they received. Forty-one sets of drafts and final papers written by first-year undergraduates were compared. The analysis focused on the main components of the grading criteria for the assignment: language and style, rhetorical structure, and format. The findings showed that the students paid more attention to feedback on the rhetorical structure of their writing. There was no statistically significant difference in the students’ revisions of language/style and format. The results suggest that the students were more concerned with macro issues concerning the clarity of their thesis/topic statements and the logical development of ideas, than with the mechanical aspects of writing. This study serves as a useful guide to teachers when providing feedback, and also serves to encourage further research involving different groups of students in different contexts. Accepted version 2020-04-22T04:04:33Z 2020-04-22T04:04:33Z 2017 Journal Article Song, G., Lee, H. H., & Leong, A. P. (2017). Students’ response to feedback : an exploratory study. RELC Journal, 48(3), 357–372. doi:10.1177/0033688217691445 0033-6882 https://hdl.handle.net/10356/138029 10.1177/0033688217691445 2-s2.0-85037724973 3 48 357 372 en RELC Journal © 2017 The Author(s). All rights reserved. This paper was published by SAGE Publications in RELC Journal and is made available with permission of The Author(s). application/pdf |
institution |
Nanyang Technological University |
building |
NTU Library |
continent |
Asia |
country |
Singapore Singapore |
content_provider |
NTU Library |
collection |
DR-NTU |
language |
English |
topic |
Humanities::General Academic Writing Feedback |
spellingShingle |
Humanities::General Academic Writing Feedback Song, Geraldine Hoon, Lee Hwee Leong, Alvin Ping Students’ response to feedback : an exploratory study |
description |
Much research work on teacher feedback has concentrated on the perceptions of students and teachers on feedback, but few studies have addressed the extent to which students respond to their teachers’ written feedback, particularly at the tertiary level. This study analysed the extent to which students made appropriate revisions based on the feedback they received. Forty-one sets of drafts and final papers written by first-year undergraduates were compared. The analysis focused on the main components of the grading criteria for the assignment: language and style, rhetorical structure, and format. The findings showed that the students paid more attention to feedback on the rhetorical structure of their writing. There was no statistically significant difference in the students’ revisions of language/style and format. The results suggest that the students were more concerned with macro issues concerning the clarity of their thesis/topic statements and the logical development of ideas, than with the mechanical aspects of writing. This study serves as a useful guide to teachers when providing feedback, and also serves to encourage further research involving different groups of students in different contexts. |
author2 |
School of Humanities |
author_facet |
School of Humanities Song, Geraldine Hoon, Lee Hwee Leong, Alvin Ping |
format |
Article |
author |
Song, Geraldine Hoon, Lee Hwee Leong, Alvin Ping |
author_sort |
Song, Geraldine |
title |
Students’ response to feedback : an exploratory study |
title_short |
Students’ response to feedback : an exploratory study |
title_full |
Students’ response to feedback : an exploratory study |
title_fullStr |
Students’ response to feedback : an exploratory study |
title_full_unstemmed |
Students’ response to feedback : an exploratory study |
title_sort |
students’ response to feedback : an exploratory study |
publishDate |
2020 |
url |
https://hdl.handle.net/10356/138029 |
_version_ |
1761781596672753664 |