A case study of teacher feedback on Thai university students’ essay writing
The effectiveness of written feedback on writing is influenced by various variables, including students’ proficiency levels, prior learning experiences, expectations and educational contexts. Although Thai students are reported to have serious problems in English writing, which are partly caused...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2019
|
| Online Access: | http://journalarticle.ukm.my/14084/1/27392-102505-1-PB.pdf http://journalarticle.ukm.my/14084/ http://ejournal.ukm.my/gema/issue/view/1188 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The effectiveness of written feedback on writing is influenced by various variables, including
students’ proficiency levels, prior learning experiences, expectations and educational
contexts. Although Thai students are reported to have serious problems in English writing,
which are partly caused by their culturally-based English learning styles, few studies have
been conducted to find out how teachers assist them through their feedback. This study thus
reports on the practice of teacher feedback in terms of its forms, locations, types and purposes
with a consideration of several influential factors in an essay writing class at a university in
Thailand. Furthermore, the levels of the students’ reactions to the teacher feedback, the
effects of their revisions and their revision strategies were also examined. To learn about
these students’ opinions on the effectiveness of the feedback strategies employed, a survey
with the whole class and a focus-group interview were also conducted at the end of the
course. The results showed the students’ active engagement in responding to the teacher
feedback, and this tends to assert the crucial roles of teachers’ knowledge of students’
learning experiences, English proficiency levels, feedback preferences and classroom settings
on the success of written corrective feedback. Though the findings might not be generalized
in other EFL settings, they show how in-service teachers adjust feedback strategies in their
actual teaching situations to prepare EFL students to become self-regulating writers. |
|---|