Teacher's Written Feedback in Academic Writing Class: Students' Perceptions

Christina Aprilia
Listyani Listyani
Victoria Usadya Palupi

Abstract


 

Teacher's written feedback is one crucial thing that influences students' success in writing class. This feedback can benefit students' essays and writing performances in writing class. This study focuses on Academic Writing students' perceptions of teacher's written feedback in Academic Writing class. The purpose of this study is to investigate Academic Writing students' perceptions toward teacher's written feedback for their writing performances in Academic Writing class. This study was conducted in the English Language Education Program (ELEP), the Faculty of Language and Arts, Universitas Kristen Satya Wacana. The participants for this study were 31 students who were taking an Academic Writing course in Semester Gasal, 2022/2023 academic year. This study used questionnaires and semi-structured interviews to gather the data. The result showed that Academic Writing students had varied perceptions of teacher's written feedback from their lecturers. There were three types of students' perceptions of teacher's written feedback which were positive, mixed, and negative. This study hopefully can contribute valuable suggestions for the Academic Writing teacher in giving good written feedback and reveals the fact that teacher's written feedback can enhance students' writing performance.


Keywords


students' perceptions, teacher's written feedback, Academic Writing class, students' writing performances

Full Text:

PDF PDF PDF

References


Adi, Y. F. P. (2013). Students' responses and reactions toward teacher's written feedback in EFL writing class. A Thesis. Retrieved June 27, 2022, from https://repository.uksw.edu/bitstream/123456789/7264/2/T1_112008103_Full%20text.pdf 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 February 3, 2022, from http://dx.doi.org/10.17507/tpls.0610.01 Amara, T. M. (2015). Learners' perceptions of teacher written feedback commentary in an ESL writing classroom. International Journal of English Language Teaching, 3(2), 38-53. Retrieved February 1, 2022, from https://www.eajournals.org/wp-content/uploads/Learners----Perceptions-of-Teacher-Written-Feedback-Commentary-in-an-ESL-Writing-Classroom.pdf Anggrainy, D. Y. (2014). Students' preferences toward teacher written feedback: a study at the English Teacher Education Program Satya Wacana Christian University. A Thesis. Retrieved February 23, 2022, from http://repository.uksw.edu/handle/123456789/5508 Castillo-Montoya, M. (2016). Preparing for interview research: the interview protocol refinement framework. The Qualitative Report, 21(5), 811-831. Retrieved March 18, 2022, from https://doi.org/10.46743/2160-3715/2016.2337 Fithriani, R. (2019). ZPD and the benefits of written feedback in L2 writing: focusing on students' perceptions. The Reading Matrix: An International Online Journal, 19(1), 63-73. Retrieved January 31, 2022, from http://www.readingmatrix.com/files/20-c6t93b93.pdf Hamidun, N., Hashim, S. H. M., & Othman, N. F. (2012). Enhancing students' motivation by providing feedback on writing: the case of international students from Thailand. International Journal of Social Science and Humanity, 2(6), 591-594. Retrieved February 19, 2022, from http://www.ijssh.org/papers/179-A10062.pdf Haniel, Z., & Listyani. (2021). Academic Writing students' perceptions on teacher feedback. Prominent: Journal of English Studies, 4(2), 106-115. Retrieved February 11, 2022, from https://jurnal.umk.ac.id/index.php/Pro/article/view/6187/0 Küçükali, E. (2017). The effect of oral vs. written feedback in EFL writing. Journal of Applied Linguistics and Language Research, 4(7), 47-67. Retrieved February 3, 2022, from http://www.jallr.com/index.php/JALLR/article/view/684/pdf684 Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research: an acceptable design. Pacific Rim International Journal of Nursing Research, 16(4), 255-256. Retrieved March 2, 2022, from https://he02.tci-thaijo.org/index.php/PRIJNR/article/download/5805/5064 Listyani. (2021). EFL writing students' responses towards teacher feedback to enhance their writing quality. Theory and Practice in Language Studies, 11(1), 20-28. Retrieved February 28, 2022, from http://dx.doi.org/10.17507/tpls.1101.03 Razali, R., & Jupri, R. (2014). Exploring teacher written feedback and student revisions on ESL students' writing. IOSR Journal of Humanities and Social Science, 19(5), 63-70. Retrieved February 10, 2022, from https://www.iosrjournals.org/iosr-jhss/papers/Vol19-issue5/Version-5/J019556370.pdf Shobeiry, M. (2020). The effect of Form-Focused and Content-Focused feedbacks on writing improvement of online EFL learners. Journal of Critical Reviews, 7(17), 3548-3553. Retrieved February 9, 2022, from https://www.researchgate.net/publication/348158485_THE_EFFECT_OF_FORM-FOCUSED_AND_CONTENT-FOCUSED_FEEDBACKS_ON_WRITING_IMPROVEMENT_OF_ONLINE_EFL_LEARNERS Telçeker, H., & Akcan, S. (2010). The effect of oral and written teacher feedback on students' revisions in a Process-Oriented EFL writing class. TESL Reporter, 43(1), 31-49. Retrieved February 11, 2022, from http://lir.byuh.edu/index.php/Issue1/article/view/41/34 Wattimury, C. N. (2014). Students' perception towards teacher oral and written feedback in Guided Writing class. A Thesis. Retrieved February 23, 2022, from http://repository.uksw.edu/handle/123456789/9893 Yamalee, E., & Tangkiengsirisin, S. (2019). Effects of integrated feedback on academic writing achievement. Arab World English Journal, 10(3), 250-270. Retrieved February 9, 2022, from https://dx.doi.org/10.24093/awej/vol10no3.17 Zahida, R., Farrah, M., & Zaru, N. (2014). The impact of three types of written feedback on the motivation and writing skill of English major students at Hebron University. An - Najah Univ. J. Res. (Humanities), 28(5), 1275-1297. Retrieved February 21, 2022, from https://journals.najah.edu/media/journals/full_texts/9_1.pdf Zhan, L. (2016). Written teacher feedback: student perceptions, teacher perceptions, and actual teacher performance. English Language Teaching, 9(8), 73-84. Retrieved February 7, 2022, from https://files.eric.ed.gov/fulltext/EJ1104551.pdf




DOI: https://doi.org/10.24176/pro.v6i2.10106

Article Metrics

Abstract views : 308| PDF views : 147 PDF views : 32 PDF views : 51

Refbacks

  • There are currently no refbacks.