Saudi Undergraduate Students’ Perceptions on Applying Self-Directed Feedback in Writing and Preferences for Feedback
DOI:
https://doi.org/10.17507/tpls.1303.12Keywords:
self-directed feedback, traditional feedback, peer feedback, academic writing, Saudi ArabiaAbstract
Self-directed feedback has become a viable alternative to traditional feedback (teacher feedback and peer feedback), which has a significant impact on students’ writing skills. This study aimed to examine female Saudi undergraduate students’ perceptions of applying self-directed feedback in writing and their preferred method of feedback. Study participants were 94 Saudi undergraduate students who were supposed to share almost a similar academic writing background of English writing. This study employed a mixed methodology approach, in which qualitative and quantitative tools were used to collect students’ perceptions. The data was collected via a questionnaire and semi-structured interviews. In the light of the findings, the study revealed that the majority of students held positive perceptions towards self-directed feedback in writing based on a guideline sheet. However, teacher feedback was significantly the best method of giving feedback than self-directed feedback, while peer feedback was the least preferred method. Based on these results, some implications were suggested that could be taken into consideration. Students must be provided with guideline sheets in writing classes to increase their motivation and confidence and improve their writing output. Instructors should encourage students to work independently in writing classes to improve their academic performance, increase students’ awareness of their limitations and their ability to handle them, and prepare them for lifelong learning.
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