Students’ Responses to Tutor Feedback: Focusing on Their Writing and Perceptions

@article{Cho2019StudentsRT,
  title={Students’ Responses to Tutor Feedback: Focusing on Their Writing and Perceptions},
  author={Sookyung Cho and Chanho Park},
  journal={GEMA Online{\textregistered} Journal of Language Studies},
  year={2019}
}
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… 

Tables from this paper

References

SHOWING 1-10 OF 22 REFERENCES
Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback
Tutors’ intentions when providing feedback may not be accurately perceived and acted on by students. In this study, 19 biological sciences students and six tutors were interviewed concerning the
Do students value feedback? Student perceptions of tutors’ written responses
The topic of feedback to students is an under‐researched area, and there has been little empirical research published which focuses on student perceptions. This study explores student perceptions of
Whose job is it? Exploring subject tutor roles in addressing students' academic writing via essay feedback
Strong arguments have been forwarded for embedding academic writing development into the UK higher education curriculum and for subject tutors to facilitate this development (Hyland, 2000; Lea &
Responding to student writing: motivate, not criticise
This paper proposes the idea that a teacher can motivate students in the writing class through the type of feedback he or she provides to students written works. This idea, which is partly based on
To Feedback or Not to Feedback in Student Self-assessment
Extensive research (Black & Wiliam, 1998) notes the importance of feedback for learning. It is posited that even final-year undergraduate students will benefit from feedback and would thus value
Sink or Swim? Improving Student Learning through Feedback and Self-Assessment
This paper identifies a number of problems with the mechanism by which teachers give feedback to students and reports the findings of a unique self-assessment activity aimed at countering these
Student perceptions of hidden messages in teacher written feedback
Abstract Students take away a variety of messages from teachers’ responses to their writing, although not all the information conveyed is explicit or related to the work at hand. In fact, both the
Student Input and Negotiation of Meaning in ESL Writing Conferences
Research and practice in composition pedagogy suggest that student-teacher conferences play an important role in helping students become more effective writers. Many students, teachers, and
Undergraduates’ Experiences and Attitudes of Writing in L1 and English
Writing is considered as an important language skill. Although the importance of writing is undeniably realized and highly stressed by ESL scholars, educators and instructors, most ESL tertiary
Tutoring and revision: Second language writers in the writing center
TLDR
Findings suggest a clear connection between WC interaction and revision by L2 writers, especially as regards small-scale revision of sentence-level problems and the higher level of uptake of all tutor advice when suggestions are direct.
...
1
2
3
...