Students’ responses to tutor feedback: focusing on their writing and perceptions
Studies on students’ responses to tutor feedback have been conducted in large scales, in particular, focusing on students’ perceptions of tutor feedback. However, few of these studies have examined how students respond to tutors’ written feedback in their writing. In order to broaden the understa...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2019
|
| Online Access: | http://journalarticle.ukm.my/14090/ http://journalarticle.ukm.my/14090/ http://journalarticle.ukm.my/14090/1/30703-108013-1-PB.pdf |
| Summary: | Studies on students’ responses to tutor feedback have been conducted in large scales, in
particular, focusing on students’ perceptions of tutor feedback. However, few of these
studies have examined how students respond to tutors’ written feedback in their writing. In
order to broaden the understanding of a student’s response to a tutor’s feedback, this study
examines tutors’ written feedback, students’ writings, and their perceptions of the feedback.
Based on this examination, this study aims to see what types of tutor feedback do students
incorporate in their revisions and what the students think of tutor feedback. The
participants were 11 tutors and 18 college students. Each student received tutor feedback
on two writing assignments—a compare-and-contrast essay and an argumentative essay—
and filled out a questionnaire that asked about their experiences with the feedback they
received. The analysis of students’ writing and tutor feedback reveal that error type and
feedback type seem to affect a student’s incorporation of feedback; in particular, students
incorporated content-oriented, indirect, and coded types of feedback more than the other
feedback types. The questionnaire data show that most students valued the tutor feedback;
however, low incorporators had more problems in incorporating tutor feedback. Based on
these results, suggestions on tutor feedback and implications for future studies are
discussed. |
|---|