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English Language Teaching, v9 n12 p79-88 2016

The aim of this research is to examine graduate students' needs and preferences for written feedback on academic writing from their lecturers and thesis supervisors. Quantitative method via survey questionnaire was used to collect data from 21 respondents. The data collection involved Master and Doctorate students at a tertiary level institution in Malaysia. The data was analyzed and tabulated using descriptive analysis. Results indicate that graduate students regularly need written feedback on their academic writing and they preferred electronic method to obtain feedback from their supervisors. Findings also indicate that graduate students appreciated feedback which was straightforward, provided clear instructions, directed them to other related resources, and feedback which was detailed or specific. This research filled the gap in literature by providing awareness among thesis supervisors and lecturers on the students' needs and preference for written feedback on their academic writing. Apart from that, greater understanding of students' perceived needs for feedback and preferences of feedback is also vital for lectures and thesis supervisors to increase the effectiveness of providing constructive written feedback.

Descriptors: Graduate Students, Student Needs, Student Attitudes, Feedback (Response), Written Language, Preferences, Academic Discourse, Statistical Analysis, Questionnaires, Supervisors, Foreign Countries, College Faculty, Teacher Student Relationship, Writing (Composition), Instructional Effectiveness, Masters Programs, Doctoral Programs, Writing Evaluation, Masters Theses, Doctoral Dissertations

Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt[at]ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt





Autor: Singh, Manjet Kaur Mehar

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3990&id=EJ1120695







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