Academic Writing Students’ Perceptions on Teacher Feedback

Zipora Haniel Kileri - [ ]
Listyani Listyani


Academic Writing is a difficult subject for many students because the content requires highly critical academic thinking. Students have to put their ideas to build up arguments. Teachers’ role is very important here in giving direct and indirect feedback to help students solve problems in their essays. Students’ perceptions of teacher feedback in Academic Writing class is the central focus of this paper. The purpose of the study is to describe Academic Writing students' perceptions of teacher feedback. Data were taken through interviews with six students of the English Language Education Study Program (ELEP), of the Faculty of Language and Arts (FLA) in a private university, in Central Java, Indonesia. They had passed the Academic Writing course at the time the interviews were conducted. The kind of interview that was used in this study is a semi-structured interview. Results showed that some students had positive perceptions of teacher feedback, while some others showed negative perceptions. The results of this study hopefully can be useful for Academic Writing lecturers to know more about what kind of feedback is best to be given to their students, adjusted with their needs.


Students’ Perceptions, Teacher Feedback, Academic Writing

Full Text:



Abdulkareem, M. N. (2013). An investigation study of academic writing problems faced by Arab postgraduate students at Universiti Teknologi Malaysia (UTM). Theory and Practice in Language Studies, 3 (9). Retrieved from

Afrin, S. (2016). Writing problems of non-English major undergraduate students in Bangladesh: An observation. Open Journal of Social Sciences, 4(3), 104-115. Retrieved from

Badi, I. A. H. A. (2015). Academic writing difficulties of ESL learners. The 2015 WEI International Academic Conference Proceedings. Retrieved from

Bailey, S. (2011). Academic writing a handbook for international students (3rd ed.). Milton Park: Taylor & Francis e-Library. Retrieved from

Bijami, M., Kashef H, S. H., & Nejad, S. M. (2013). Peer feedback in learning English writing: Advantages and disadvantages. Journal of Studies in Education, 3(4), 91-97. Retrieved from

Brookhart, S. M. (2008). How to give effective feedback to your students (2nd ed.). American Library of Congress Cataloging-in-Publication Data. Retrieved from

Fadda, H. A. (2012). Difficulties in academic writing: From the perspective of King Saud University postgraduate students. International Journal of Higher Education, 5(3), 123-130. Retrieved from

Gul, R. B., Tharani, A., Lakhani, A., Rizvi, N. F., & Ali, S. K. (2016). Teachers’ perceptions and practices of writing. World Journal of Education, 6 (3). Retrieved from'_Perceptions_and_Practices_of_Written_Feedback_in_Higher_Education

Hansson, S., & Ämneslärarprogrammet. (2015). Benefits and difficulties in using peer response for writing in the EFL classroom. Retrieved from

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1), 81-112. Retrieved from

Lee, I. (2004). Error correction in L2 secondary writing classroom: The case of Hong Kong. Journal of Second Language Writing 13(4), 285-312. Retrieved from

Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing 17(2), 69-85. Retrieved from'_written_feedback_practices_in_Hong_Kong_secondary_classrooms

Lipnevich, A. A & Smith, J. K. (2008). Response to assessment feedback: The effect of grades, praise, and source of information. Retrieved from

Smith, H. & Higgins, S. (2008). Engaging learners through the use of questioning and feedback. Cambridge Journal of Education. Retrieved from

Zhan, L. (2016). Written teacher feedback: Student perceptions, teacher perceptions. English Language Teaching, 9(8), 73-84. Retrieved from


Article Metrics

Abstract views : 1216| PDF views : 313


  • There are currently no refbacks.