EFL Writing Students’ Responses towards Teacher Feedback to Enhance Their Writing Quality
DOI:
https://doi.org/10.17507/tpls.1101.03Keywords:
EFL, writing, feedback, writing qualityAbstract
This study deals with seventy-six students’ feelings and perceptions on the teacher feedback that they received from their writing classes. Teacher feedback is sometimes seen as something unwanted, sickening, and even frustrating. Some students do not like getting feedback from their teachers as they think that the feedback corners them, pinpointing their weaknesses and errors. This makes them full of stress and have greater anxiety. Those aspects may be the negative sides of feedback that some students perceive. As a matter of fact, if learners are willing to look deeper into the benefits of feedback that teachers give, especially in writing, they will not feel the negative sides of feedback. Instead, they will crave and wait for it. The purpose of this study is to reveal the perceptions of 76 EFL learners’ reactions towards teacher feedback that they received in their writing classes. The results of the study hopefully can inspire writing lecturers to give supportive corrective feedback, so that EFL learners’ writing can be improved.
References
Agbayahoun, J. P. (2016). Teacher written feedback on student writing: Teachers’ and learners’ perspectives. Theory and Practice in Language Studies, 6(10), 1895-1904. Retrieved from http://www.academypublication.com/issues/tpls/vol06/tpls0610.pdf on October 20, 2019.
Arndt, R. (2019). A qualitative study of corrective feedback. Retrieved from https://repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1028&context=tesl_etds on July 29, 2020.
Australian Institute for Teaching and School Leadership (AITSL). (2018). Reframing feedback to improve teaching and learning. Retrieved from https://www.aitsl.edu.au/docs/default-source/research-evidence/spotlight/spotlight-feedback.pdf?sfvrsn=cb2eec3c_12 on September 27, 2019.
Balu, R., Alterman, E., Haider, Z., & Quinn, K. (2018). Student writing, teacher feedback, and working online. Retrieved from https://www.mdrc.org/sites/default/files/DrivetoWrite_2018_Brief.pdf on September 27, 2020.
Brookheart, S. M. (2008). How to give effective feedback to your students. Alexandria: ASCD Publications. Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/publications/books/How-to-Give-Effective-Feedback-to-Your-Students-2nd-Edition-sample-chapters.pdf on May 20, 2020.
Cunynghame, J. (2020). Revision. Retrieved from https://www.pinterest.com/johncunynghame/revision/ on July 29, 2020.
Elsaghayer. M. (2014). Affective damage to oral corrective feedback among students in Libyan secondary schools. IOSR Journal of Research & Method in Education, 4(6), 74-82. Retrieved from https://pdfs.semanticscholar.org/b9aa/f0adbef1b5135e6ab0fff5eecc8e7a85252a.pdf on October 20, 2020.
Fithriani, R. (2017). Indonesian students’ perceptions of written feedback in second language writing. A Dissertation. The University of New Mexico. Retrieved from https://digitalrepository.unm.edu/cgi/viewcontent.cgi?article=1085&context=educ_llss_etds on July 29, 2020.
Folkman, J. R. (2006). The power of feedback: 35 principles for turning feedback from others to personal and professional change. Hoboken: John Wiley & Sons, Inc.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. DOI: 10.3102/003465430298487. Retrieved from http://www.columbia.edu/~mvp19/ETF/Feedback.pdf on September 27, 2020.
Hyland, K. (2002). Teaching and researching writing. London: Pearson Education.
Lee, I. (2008). Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing, 17(2008), 144–164. Retrieved from http://www.fed.cuhk.edu.hk/~aflwrite/article/Student%20reactions%20to%20teacher%20feedback.pdf on October 20, 2020.
Maherzi, S. (2012). Perceptions of classroom climate and motivation to study English in Saudi Arabia: Developing a questionnaire to measure perceptions and motivation. Electronic Journal of Research in Educational Psychology, 9(2), 765-798. Retrieved from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=16&sid=9823cb5c-bd1f-43e9-a3ab-e1f87bbc2c47%40sessionmgr4006 on May 24, 2020.
Park, S. (2014). Learning Teaching (LT) Program in Developing an Effective Teacher Feedback System: 90-Day Cycle Report. Retrieved from https://www.carnegiefoundation.org/wp-content/uploads/2013/08/CF_Feedback_90DC_2014.pdf on September 27, 2020.
Panhoon, S., & Wongwanich, S. (2014). An analysis of teacher feedback for improving teaching quality in primary schools. Procedia - Social and Behavioral Sciences, 116(2014), 4124–4130. Retrieved from https://www.researchgate.net/publication/275543341_An_Analysis_of_Teacher_Feedback_for_Improving_Teaching_Quality_in_Primary_Schools on February 18, 2020.
Rachael, R. (2015). The relative effects of peer and teacher feedback on improvement in EFL students’ writing ability. Linguistics and Education, 29, 79-82. Abstract. Retrieved from http://web.b.ebscohost.com/ehost/detail/detail?vid=4&sid=a3b840a8-f722-4c8c-bb38-d66359d34df0%40pdc-v-sessmgr02&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=101930191&db=a9h on May 24, 2020.
Raihany, A. (2014). The importance of a teacher’s written feedback on the students’ writing in the teaching learning process. OKARA Journal, l(9), 91-106. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=2ahUKEwjQtemzqvvoAhVGSX0KHT1JDcAQFjAAegQIAhAB&url=http%3A%2F%2Fejournal.stainpamekasan.ac.id%2Findex.php%2Fokara%2Farticle%2Fdownload%2F458%2F444&usg=AOvVaw0xki9HDKuAyGy-LV-TaLvf on February 18, 2020.
Seker, M., & Dincer, A. (2014). An insight to students’ perceptions on teacher feedback in second language writing classes. English Language Teaching, 7(2), 73-83. Retrieved from https://www.researchgate.net/publication/272688324_An_Insight_to_Students%27_Perceptions_on_Teacher_Feedback_in_Second_Language_Writing_Classes on February 18, 2020.
Sidorova, V. (2016). Corrective feedback in English language learners’ writing. Retrieved from https://etd.ohiolink.edu/pg_10?0::NO:10:P10_ACCESSION_NUM:akron1478601224073001 on July 29, 2020.
Smart, J. K. (2003). Real coaching and feedback: How to help people improve their performance. Glasgow: Pearson Education.
Suarez, J. C. N. N., Cerezo, G. V. R., Rosario, P., & Valle, A. (2015). Teachers’ feedback on homework, homework-related behaviors, and academic achievement. The Journal of Educational Research, 108, 204–216. Retrieved from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&sid=9823cb5c-bd1f-43e9-a3ab-e1f87bbc2c47%40sessionmgr4006 on May 24, 2020.
Taggart, A. R., & Laughlin, M. (2017). Affect matters: When writing feedback leads to negative feeling. International Journal for the Scholarship of Teaching and Learning, 11(2),1-11. Retrieved from https://files.eric.ed.gov/fulltext/EJ1150449.pdf on October 20, 2020.
Tomczyk, E. (2013). Perceptions of oral errors and their corrective feedback: Teachers vs. students. Journal of Language Teaching and Research, 4(5), 924-931. Retrieved from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=25&sid=9823cb5c-bd1f-43e9-a3ab-e1f87bbc2c47%40sessionmgr4006 on May 24, 2020.
Tsao, J. J.; Tseng, W. T.; & Wang, C. (2018). The effects of writing anxiety and motivation on EFL college students’ self-evaluative judgments of corrective feedback. Psychological Reports, 120(2), 219–241. Retrieved from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=9&sid=19335186-1d85-463b-9ba9-709a4a148253%40sessionmgr4008 on May 24, 2020.
Wiggins, G. (2012). Seven keys to effective feedback. Feedback for Learning, 70(1), 10-16. Retrieved from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx on April 22, 2020.
Wihastyanang, W. D.; Kusumaningrum, S. R.; Latief, M. A.; & Cahyono, B. D. (2020). Impacts of providing online teacher and peer feedback on students’ writing performance. Turkish Online Journal of Distance Education-TOJDE, 21(2), 178-190. Retrieved from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=16&sid=19335186-1d85-463b-9ba9-709a4a148253%40sessionmgr4008 on August 9, 2020.
Zaman, M., & Asad, A. K. (2012). Feedback in EFL writing at the tertiary level: Teachers’ and learners’ perceptions. ASA University Review, 6(1), 139-157. Retrieved from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=15&sid=9823cb5c-bd1f-43e9-a3ab-e1f87bbc2c47%40sessionmgr4006 on April 19, 2020.
