Unpacking Teachers' Feedback on Students' Writing: A Content Analysis of Writing Exemplars
Abstract
Feedback is crucial for facilitating student learning and growth. Recognizing the significance of effective feedback provision, this study aimed to elucidate the types and aspects of feedback from teachers crucial for enhancing student writing proficiency. The study centers on analyzing teachers' written feedback provided on student writing exemplars sourced from the New Zealand Curriculum. Employing content analysis methodology, the researchers investigated the feedback types employed by teachers to improve student writing skills. The findings revealed a varied distribution of feedback types he results of the study on writing exemplars at different levels indicate that feedback is given both directly and indirectly, with a focus on form in the lower levels of writing and a shift towards a focus on content in the higher levels. The feedback is fairly balanced between direct and indirect, with a higher percentage of indirect feedback. In the lower levels, form-focused feedback dominates, while in the higher levels, content-focused feedback becomes more prominent. This suggests a progression in the emphasis on content as writing skills develop. It suggests that indirect feedback is particularly conducive to enhancing writing proficiency among advanced students, empowering them to independently rectify errors. By uncovering the subtle interaction between different feedback approaches and the proficiency levels of student writers, our study provides meaningful perspectives for teachers aiming to enhance feedback strategies.
Keywords
Full Text:
PDFReferences
Baleghizadeh, S., & Dadashi, M. (2011). El efecto de la retroalimentación correctiva directa e indirecta en los errores ortográficos de los estudiantes. The effect of direct and indirect corrective feedback on students’ spelling errors. Profile Issues in Teachers` Professional Development, 13(1), 129–137. https://eric.ed.gov/?id=EJ1051584
Blanka Pojslová. (2024). The role and perception of peer and teacher feedback in multiple-draft feedback provision on foreign language learners’ writing. Pedagogická Orientace, 32(4). https://doi.org/10.5817/pedor2022-4-444
Cen, Y., & Zheng, Y. (2024). The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation. Assessing Writing, 59. https://doi.org/10.1016/j.asw.2023.100802
Dabboub, A. E. (2019). The effectiveness of comprehensive corrective feedback-direct and indirect-on EFL learners’ language accuracy, structural complexity and lexical diversity. April. http://irep.ntu.ac.uk/id/eprint/38102/
Darmanto, Utari, F., & Rahim, A. O. (2020). an Analysis of Teacher ’ S Online Corrective Feedback on Students ’ Writing Skill. 4(1), 138–142. https://doi.org/https://doi.org/10.55681/jige.v4i1.557
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford University Press. https://escholarship.org/content/qt6wg540t3/qt6wg540t3.pdf
Ellis, R. (2009). Corrective Feedback and Teacher Development. L2 Journal, 1(1), 2–18. https://doi.org/10.5070/l2.v1i1.9054
Elwood, J. A., & Bode, J. (2014). Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan. System, 42(1), 333–343. https://doi.org/10.1016/J.SYSTEM.2013.12.023
Erkan, G. (2022). The Impact of Teacher E-Feedback on Students’ Writing: A Waste of Time or a Road to Success? Focus on ELT Journal, 4(1), 46–59. https://doi.org/10.14744/felt.2022.4.1.4
Fan, Y., & Xu, J. (2020). Exploring student engagement with peer feedback on L2 writing. Journal of Second Language Writing, 50, 100775. https://doi.org/10.1016/J.JSLW.2020.100775
Ghandi, M., & Maghsoudi, M. (2014). The effect of direct and indirect corrective feedback on Iranian EFL learners’ spelling errors. English Language Teaching, 7(8), 53–61. https://doi.org/10.5539/elt.v7n8p53
Gonzalez-Torres, P., & Sarango, C. (2023). Effectiveness of Teacher and Peer Feedback in EFL Writing: A Case of High School Students. International Journal of Learning, Teaching and Educational Research, 22(4), 73–86. https://doi.org/10.26803/IJLTER.22.4.5
Harmer, J. (2001). The Practice of English Language Teaching (3rd ed.). Pearson Education Limited.
Hyland, K. (2013). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing, 22(3), 240–253. https://doi.org/10.1016/J.JSLW.2013.03.003
Mariano, E., Campbell-Evans, G., & Hunter, J. (2022). Writing assessment in early primary classrooms: thoughts from four teachers. Australian Journal of Language and Literacy, 45(1), 85–101. https://doi.org/10.1007/s44020-022-00007-1
Mawar, S. (2018). Students Response toward Teacher’s Hand Written Comments in Writing of Grade VIII SMPN 3 Lappa Riaja (A Descriptive Research). Makassar Muhammadiyah University.
Olson, M. W., & Raffeld, P. (1987). The effects of written comments on the quality of student compositions and the learning of content. Reading Psychology, 8(4), 273–293. https://doi.org/10.1080/0270271870080404
Sari, M. A. (2017). Students’ response of teacher’s written feedback on their writing. English Education: Jurnal Tadris Bahasa Inggris IAIN Raden Intan, 10(2), 291–307. http://dx.doi.org/10.24042/ee-jtbi.v10i2.1752
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. https://doi.org/10.5539/elt.v7n2p73
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. https://doi.org/10.22159/jcr.07.01.01
Simanihuruk, M. Y., Silalahi, D. E., Saut, P., & Sihombing, R. (2021). English Language Education Study Program Universitas Pahlawan Tuanku Tambusai Students’ Writing Difficulties in Online Learning during Covid-19 Pandemic. Journal of English Language and Education, 6(1June), 20–26. https://jele.or.id/index.php/jele/index
Sugiyono. (2016). Metode Penelitian Pendidikan : Pendekatan Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Udu, T. T. (2021). Teachers’ and students’ attitudes towards reading and writing: Do they correlate to students’ achievement in english? Studies in English Language and Education, 8(1), 143–156. https://doi.org/10.24815/siele.v8i1.17524
Wang, Y., Derakhshan, A., Pan, Z., & Ghiasvand, F. (2023). Chinese EFL Teachers ’ Writing Assessment Feedback Literacy : A Scale Development and Validation Study Chinese EFL Teachers ’ Writing Assessment Feedback Literacy : A Scale Development and Validation Study. Assessing Writing, 56(May), 100726. https://doi.org/10.1016/j.asw.2023.100726
Westmacott, A. (2017). Direct vs. Indirect written corrective feedback: Student perceptions. Ikala, 22(1), 17–32. https://doi.org/10.17533/udea.ikala.v22n01a02
Yusrita, A. (2020). an Analysis of Students Writing Skill in Online Class. Journal of English Language and Education, 5(January 2019), 62–72. https://doi.org/https://doi.org/10.31004/jele.v5i2.78
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 University Journal for Research - B (Humanities), 28(5), 1275–1297. https://doi.org/10.35552/0247-028-005-009
Zaman, M. M., & Azad, M. A. K. (2012). Feedback in EFL Writing at Tertiary Level: Teachers’ and Learners’ Perceptions. ASA University Review, 6(1), 139–156. http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=117176277&site=ehost-live
Zhang, Z. (Victor), & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90–102. https://doi.org/10.1016/J.ASW.2018.02.004
Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37, 13–24. https://doi.org/10.1016/J.ASW.2018.03.001
DOI: https://doi.org/10.31004/jele.v9i4.506
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Antonius Ikrar Asmarajati Laga Tukan, Fransiscus Xaverius Mukarto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.