Staff View: The effects of types of feedback on students' reviewing process in an online scaffolded process writing classroom

The effects of types of feedback on students' reviewing process in an online scaffolded process writing classroom

There has been growing evidence that the lack of academic writing skills among university students who learn English as a Second Language (ESL) affects their overall academic performance. Higher education ESL students often find writing academic essays a complex process and hence struggle with acade...

Full description

Saved in:

Bibliographic Details
Main Authors:	Wardatul Akmam Din, Suyansah Swanto, Megawati Soekarno, Noraini Said
Format:	Article
Language:	English English
Published:	Global Academic Excellence 2021
Subjects:	LB2300-2430 Higher education PE1-3729 English
Online Access:	https://eprints.ums.edu.my/id/eprint/32940/2/The%20effects%20of%20types%20of%20feedback%20on%20students%27%20reviewing%20process%20in%20an%20online%20scaffolded%20process%20writing%20classroom.pdf https://eprints.ums.edu.my/id/eprint/32940/1/The%20effects%20of%20types%20of%20feedback%20on%20students%27%20reviewing%20process%20in%20an%20online%20scaffolded%20process%20writing%20classroom%20_ABSTRACT.pdf https://eprints.ums.edu.my/id/eprint/32940/ http://www.ijepc.com/PDF/IJEPC-2021-43-11-05.pdf https://doi.org/10.35631/IJEPC.643005
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my.ums.eprints.32940
record_format	eprints
spelling	my.ums.eprints.329402022-06-22T03:25:24Z https://eprints.ums.edu.my/id/eprint/32940/ The effects of types of feedback on students' reviewing process in an online scaffolded process writing classroom Wardatul Akmam Din Suyansah Swanto Megawati Soekarno Noraini Said LB2300-2430 Higher education PE1-3729 English There has been growing evidence that the lack of academic writing skills among university students who learn English as a Second Language (ESL) affects their overall academic performance. Higher education ESL students often find writing academic essays a complex process and hence struggle with academic writing convention issues. However, in order to encourage these students’ to be autonomous in their English academic writing, explicit and supportive instruction is necessary on the teacher’s part. This study aims to investigate thirty Foundation students’ revision activities pre- and post-intervention and whether there are any changes in their reviewing activities after being exposed to the intervention for twelve weeks. The reviewing activities were categories and analysed for inter-correlations. It is found that the students’ revision activities at first seem to concentrate mostly on Surface Changes-Meaning Preserving Changes activities. However, this changes in the second half of the intervention period where they seem to perform more Meaning Changes-Microstructure Changes and the least is Surface Changes-Formal Changes. Global Academic Excellence 2021 Article PeerReviewed text en https://eprints.ums.edu.my/id/eprint/32940/2/The%20effects%20of%20types%20of%20feedback%20on%20students%27%20reviewing%20process%20in%20an%20online%20scaffolded%20process%20writing%20classroom.pdf text en https://eprints.ums.edu.my/id/eprint/32940/1/The%20effects%20of%20types%20of%20feedback%20on%20students%27%20reviewing%20process%20in%20an%20online%20scaffolded%20process%20writing%20classroom%20_ABSTRACT.pdf Wardatul Akmam Din and Suyansah Swanto and Megawati Soekarno and Noraini Said (2021) The effects of types of feedback on students' reviewing process in an online scaffolded process writing classroom. International Journal of Education, Psychology and Counselling (IJEPC), 6. pp. 49-61. ISSN 0128-164X http://www.ijepc.com/PDF/IJEPC-2021-43-11-05.pdf https://doi.org/10.35631/IJEPC.643005
institution	Universiti Malaysia Sabah
building	UMS Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Malaysia Sabah
content_source	UMS Institutional Repository
url_provider	http://eprints.ums.edu.my/
language	English English
topic	LB2300-2430 Higher education PE1-3729 English
spellingShingle	LB2300-2430 Higher education PE1-3729 English Wardatul Akmam Din Suyansah Swanto Megawati Soekarno Noraini Said The effects of types of feedback on students' reviewing process in an online scaffolded process writing classroom
description	There has been growing evidence that the lack of academic writing skills among university students who learn English as a Second Language (ESL) affects their overall academic performance. Higher education ESL students often find writing academic essays a complex process and hence struggle with academic writing convention issues. However, in order to encourage these students’ to be autonomous in their English academic writing, explicit and supportive instruction is necessary on the teacher’s part. This study aims to investigate thirty Foundation students’ revision activities pre- and post-intervention and whether there are any changes in their reviewing activities after being exposed to the intervention for twelve weeks. The reviewing activities were categories and analysed for inter-correlations. It is found that the students’ revision activities at first seem to concentrate mostly on Surface Changes-Meaning Preserving Changes activities. However, this changes in the second half of the intervention period where they seem to perform more Meaning Changes-Microstructure Changes and the least is Surface Changes-Formal Changes.
format	Article
author	Wardatul Akmam Din Suyansah Swanto Megawati Soekarno Noraini Said
author_facet	Wardatul Akmam Din Suyansah Swanto Megawati Soekarno Noraini Said
author_sort	Wardatul Akmam Din
title	The effects of types of feedback on students' reviewing process in an online scaffolded process writing classroom
title_short	The effects of types of feedback on students' reviewing process in an online scaffolded process writing classroom
title_full	The effects of types of feedback on students' reviewing process in an online scaffolded process writing classroom
title_fullStr	The effects of types of feedback on students' reviewing process in an online scaffolded process writing classroom
title_full_unstemmed	The effects of types of feedback on students' reviewing process in an online scaffolded process writing classroom
title_sort	effects of types of feedback on students' reviewing process in an online scaffolded process writing classroom
publisher	Global Academic Excellence
publishDate	2021
url	https://eprints.ums.edu.my/id/eprint/32940/2/The%20effects%20of%20types%20of%20feedback%20on%20students%27%20reviewing%20process%20in%20an%20online%20scaffolded%20process%20writing%20classroom.pdf https://eprints.ums.edu.my/id/eprint/32940/1/The%20effects%20of%20types%20of%20feedback%20on%20students%27%20reviewing%20process%20in%20an%20online%20scaffolded%20process%20writing%20classroom%20_ABSTRACT.pdf https://eprints.ums.edu.my/id/eprint/32940/ http://www.ijepc.com/PDF/IJEPC-2021-43-11-05.pdf https://doi.org/10.35631/IJEPC.643005
_version_	1760231095755866112
score	13.211869

The effects of types of feedback on students' reviewing process in an online scaffolded process writing classroom

Similar Items