In this study, qualitative was also needed since one end of the research was to find out how teachers respond to their student writings and why they respond in such ways. Copyright 2003 - 2020 - UKEssays is a trading name of All Answers Ltd, a company registered in England and Wales. and (2) What do 1st-year students at CSSH expect from teachers written feedback to make it more effective? This is because when teacher feedback focuses on form (grammar, spelling, etc. Wow you completed both worksheets! Impressive! I really like your creativity and use of colour on you poster. The yielded results is hoped to serve as a useful source of reference for those who concern about the subject matter. While positive comments can motivate writers, negative ones can constructively show them where they have gone wrong and what action they should take in order to improve their paper. Phrases such as the ones above encourage students to dissect their answers. One teacher. Improve student vocabulary with these hands-on teaching resources. Use simple apps that help you do all kinds of useful things. In reality, each type of feedback is used with a certain aim. It is clear from Figure 2 that the majority of students (75%) got fairly detailed feedback, that is, comments and suggestions/corrections to major mistakes. Beneficial as indirect feedback to students, for mistakes that are too complicated, direct feedback proves better than indirect one because it saves students from discouragement when they could not solve the problems on their own. According to Ferris (2002), teacher feedback, if addressed effectively, can also contribute to students overall second language acquisition. This is predictable since mistakes of surface level (grammar, vocabulary and mechanics) are more identifiable than those of organization and ideas (Ur, 1996; Fathman & Whalley, 1990). In this study, semi-structure interviews with the teachers were used with the views to double-checking the information gained in the questionnaire. Providing effective feedback to students has been a matter of concern among writing teachers as well as researchers. They may want to just give up and stop trying. From simple essay plans, through to full dissertations, you can guarantee we have a service perfectly matched to your needs. Since the teachers did not require students to revise and hand in the writing after they received teacher written feedback, it is likely that few students had enough motivation to revise their paper. According to Hyland and Hyland (2001), negative comments are more useful for many students who want their problems to be highlighted. One of the best ways to do this is by offering positive feedback when students make a mistake and supporting them to learn from this experience. Types of teacher written feedback. Its thought will, therefore, be used thorough this study. Sometimes theyll reach an understanding of where they went wrong without you having to tell them! Using Bloom's Revised Taxonomy, I described the different levels of cognitive processes students experienced as they read the feedback and revised. Make your classroom buzz! Noticeably, though T1 acknowledged the importance of content, she did not manage to treat it equal to form. Fostering a love for learning is the goal at the core of every teachers pedagogy. This, in turn, might reduce the usefulness of teacher written feedback. These games help kids learn about their classmates, as well as making great first week activities too! ), many students will revise their writing by correcting the surface mistakes and will make few or no other changes. According to T1, teachers should not just praise students so that they feel at ease when receiving feedback because that may do more harm than good: students may feel that Oh, the teacher says that my writing is good, so why should I revise it or they may feel hurt when the feedback is positive while the mark is actually low (T1). feedback on the new essay. From the four groups, 15 newly-commented writing papers were borrowed and analyzed. We all know that correcting students is important for understanding, and also for helping them build resilience.Providing them with constructive critical feedback is a given, but how you deliver your feedback is whats important.. Content of teacher written feedback. All things considered, it would be the best way that teachers combine both direct and indirect feedback when they respond to student writings. Whats more, being strategic about how you do it can help your students in a number of different ways. Noticeably, the percentage of students who RARELY received feedback on ideas, organization of ideas and format was higher than that on grammar, vocabulary and mechanics. In this classroom, mistakes are expected, inspected and respected. The majority of respondents, 90%, answered that generally, they did. While some people enjoy negative and direct feedback, other may feel discouraged by the same feedback. Feedback, in this sense, adopts another function; that is, stimulating and motivating student to write. It is, therefore, an open question whether or not current teacher written feedback is beneficial to students at the college. Emphatically, this study aims at finding out how written feedback is delivered from different perspectives, both of teachers and students. Indirect feedback, on the other hand, is when the teacher alerts students to error using general comments, but gives students the opportunity to fix errors themselves (Ferris, 2002). Adopting both marginal and end feedback when responding to student writings, T3 explained they serve different purposes. Education Three teachers working at CSSH were invited to take part in the interviews. In this type of feedback you are not so much indicating a problem but stimulating the research student to deeper consideration of what they have written in the hope of developing a more rigorous discussion. VAT Registration No: 842417633. teacher-student relationships. As they re-read the writing with red marks all over the page, students may feel discouraged and stop trying to correct the mistakes. Within a small scale study, an overview of the literature of the two main issues, namely content and types of teacher written feedback will be discussed in the following part. By contrast, end feedback refers to the summary feedback at the end of the paper. Direct feedback is teachers explicit written corrections in response to students errors. Providing feedback is so important for student learning! Reasoning this, T2 answered its difficult to correct the content directly on their papers and I dont want them to think thats the only way (when I give correction) to go about that. We all know that correcting students is important for understanding, and also for helping thembuild resilience. Not only this but combining their suggestions with those from another student willhelp them feel a part of the team even more. The research will work on the current situation of teacher written feedback on the 1st-year student writings at CSSH-VNU. Content, in their opinion, refers to comments on organization, ideas and amount of detail, while form involves comments on grammar and mechanical errors. My goal in conducting this study was to My goal in conducting this study was to provide more specific examples of and empirical findings for how 12 months access to everything for one low fee. In addition, it provided materials for the interviews with the teachers. It can be concluded that teachers at CSSH employed a wide variety of types of feedback to respond to students writings. Though the numbers were not high, it was still an indication that some teachers still did not pay enough attention to these two must-have feedback. Abdul was the only student to receive teacher feedback on the first draft of his essay. Customise and create your own teaching resources and display materials. In short, the data achieved from the interviews, which do conform to those from student que. The team collected a mix of qualitative and quantitative baseline data, including writing achievement data, student writing samples, teacher observations and student interviews on feedback. It is ideal to use when giving students positive feedback when they need guidance in their learning. In order to make the information easy to follow, it was then re-illustrated in the form of bar-chart as follows: While Teacher 1 (T1) seemingly put more focus on feedback on form, Teacher 2 (T2) and Teacher 3 (T3) paid fairly equal attention to both the content and form of the writings. Moreover, a large amount of error correction may draw the students attention to form only but not to the important matter of developing the content (Sommers, 1982). In the same line with this were feedbacks on content, as I said earlier, are suggestive only, theres no one correct way of organizing ideas (T3). World Space Week is approaching and there's no need to plow through the depths of space to find engaging classroom resources! All things considered, it is advisable that teachers get a balance between praise and criticism, since the combination of both kinds will bring about the best effects (Ferris & Hedgcock, 1998, p. 128). Providing feedback to stimulate critical reflection requires drawing attention to the nuances of the writing such as definitions and consistency of terms throughout the broader dissertation. Here are some examples of stylistic criticism that an instructor can provide a student with1: Dont get me wrong, Im not telling you that you should only give feedback when students get something right! II.4.2.1. Since teachers only point out the mistakes (or suggest the way to correct them), students have to figure out the way to correct the mistakes on their own. What is more, good feedback must necessarily avoid unknown abbreviations, codes, ambiguous and unobtainable suggestions for improvement. *You can also browse our support articles here >. The recorded interviews were first transcribed in their original language and then translated into English. Concerning types of teacher written feedback (Figure 4), the majority of teachers at CSSH used both positive feedback (i.e., praise) and negative one (i.e., criticism) when responding to students writings. Teach them to think back and before you know it, theyll be doing it without thinking. During the interview, audio recorder was utilized. Showing them that you value their input and that you see their effort is a great way to do this. (The content of interview questions and Transcription of the interviews can be seen in Appendix B). The questionnaires were distributed to respondents with the researchers presence so that clarification and disambiguation could be made timely. Check out this list of 18 quick and amazing mindfulness activities for the classroom. Keh (1990) considers feedback as any input from a reader to a writer with the effect of providing information to the writer for revision (p. 294). Can you tell me more about how you figured that out?. Explaining her way of giving feedback, T1 responded that the possibility of students making mistakes on content was quite small since students normally get suggestions on idea organization either from the teacher or from the course-book within prewriting stage (T1). Another potential source of dissatisfaction is that student preference (e.g. Teachers can achieve this in so many ways! Concerning the matter of teacher feedback (or respond/commentary), there exist a vast number of definitions given by researchers. In short, what to feedback on remains a complex issue. The steps of conducting and distributing questionnaire can be illustrated as follows: Studied available documents and chose the most appropriate data, Revised questionnaires in terms of language as well as instructions so as to make it clear and reader-friendly, Distributed questionnaires to 1st-year students at CSSH. Comprehensibility of teacher written feedback. This level of frequency was believed to be appropriate, since it could encourage students to revise and to enhance their writing performance. According to Coffin et al. The results of the study suggest that providing teacher corrective feedback was effective in reducing students grammatical errors on their essays. In other words, feedback is used to improve learning. This idea agreed with what Coffin et al. In short, the combination of qualitative and quantitative method was utilized so as to yield the most information needed. Moreover, the research examines only teacher written feedback but not other types of feedback such as teacher-student conference or teacher taped comments, since teacher written feedback is the main type of feedback at the college. There is little consensus among researchers over the matter as in reality, different individuals may prefer different types of feedback. Notably, the aforementioned set of criteria only mentions the elements constituting good teacher feedback. Marginal feedbacks were handy and suitable with minor mistakes; while end feedbacks were given for general comments. Moreover, thanks to the large number of participants in the study, that is, 80 1st-year students, the information acquired is reliable and generalisable (Nunan, 1989, p.4). This number was reasonable because if it was greater, the qualitative data would be too enormous to manage. Helping students feel supported doesnt take much effort at all. When a student initially completes a writing prompt, task, or test, he or she should receive effective feedback. If you acknowledge that some questions will be tricky for students, they will feel less pressure to get it right straight away. The first question asked students how many times their teacher responded to each of their writing assignment in written form. As a result, in order for teachers to make full use of feedback, they need to adjust the types of comments to the certain kinds of students. Dont get me wrong, Im not telling you that you should only give feedback when students get something right! Below, find thirteen examples of how teachers have made feedback (as opposed to advice and evaluation) more central to their work with students: 1. writing whether a student is writing a chemistry lab report or an essay on Shakespeare the meaning and message of the assignment can be enhanced by strategically crafting prose. This includes writing a few takeaways on a paper or worksheet, typically alongside a traditional letter grade. Strikingly, there were very few students who NEVER received teacher written feedback on these categories (except for that on format). It is via the comments on their writing that students can identify their own strengths and weaknesses, which, in the case of the latter, will make the students know how to go about improving themselves and become effective writers (Penaflorida, 2002, p. 346). This chapter, which reviews the overall background concerning teacher written feedback, will serve as the foundations based on which the study is carried out. OWL Sample Feedback writing assistance The following are actual responses to some of our recent submissions to the Online Writing Lab, although the names have been changed to maintain the anonymity of student writers. This study is an attempt to examine the real situation of teacher written feedback at the CSSH and to propose some suggestions for the betterment of the current practice. With direct feedback, students are expected merely to transcribe the teachers suggested corrections into their texts. In some other research, there seems an agreement that attention must paid to both content and form for the fact grammatical inaccuracies can have negative effect on the overall quality of the student writing (Raimes, 1992, p. 308). Some students do not even want to attempt tricky questions, as they fear that they will look stupid or ignorant for not knowing the correct answer. 21The following table compares the two major aspects form & content that have been responded by teachers. However, it is the fact that researchers have not reached a consensus over the answers to such questions. The instructor asks a question, and students write down their answers. This is not an example of the work produced by our Essay Writing Service. These figures indicate that teachers at CSSH have paid attention to both form and content, though the levels of attention may vary from one teacher to another. Researchers on teacher feedback also list a large number of other criteria, among which is the one given by Leki (1992). The situation of teacher written feedback was, therefore, looked into from two different angles, both from teachers and students perspectives. While marginal comments are more suitable to respond to specific sections of the text, end comments are usually saved for more global concerns affecting the entire composition. More specifically, it was the feedback on my first paper. Can anyone add to what __ said to help us get to the right answer?. That students receive a corrected draft from a teacher with red-ink correction all over the page would only add to their anxiety when dealing with another writing task. If done carelessly, correcting students can do more bad than good. Its great that youve been able to identify some communication strategies! Do you remember how we did this last time?. In the context of teaching writing in Vietnam, few studies have been conducted on feedback in general and teacher written feedback in particular. The existence of different ways to define the criteria of good teacher written feedback indicates that there is no standard type of teacher feedback. Are you interested in helping your students embrace mistakes, and learn from them? Its a proven fact students who feel supported and empowered in the classroom will be more likely to take risks with their learning. Our academic experts are ready and waiting to assist with any writing project you may have. According to T2, the focus of the 2nd semester was free writing, which meant more personal feelings and less teacher intervention. We're here to answer any questions you have about our services. The number of students stating that their teacher feedback was very general, e.g., feedback with only some words like excellent, good or bad was 8, accounting for 10% of all students. In other words, it is the comments, questions, and suggestions a reader gives a writer with the view to enhancing his/her writing. Whats more, being strategic about how you do it can help your students in a number of different ways. In short, all the teachers participating in this study were well aware of the importance of content over form, which helped them avoid being mistake-hunters. In his study, Ferris (2002) shows that indirect feedback is more helpful to student writers in most cases because it leads to greater cognitive engagement, reflection, and guided learning and problem-solving. Therefore, it is normal to see different sets of criteria for good teacher written feedback. To sum up, as the above literature indicates, there is no consensus over what constitutes effective feedback. Company Registration No: 4964706. According to Baechle & Lian (1990) and Mastropiery & Scruggs (1994) (as cited in Konold & Miller, 2004), high-quality feedback should be timely, accurate, constructive, outcome-focused, encouraging and positive. Relating to the use of negative and positive feedback, it was notable that except from T1, the other two teachers frequently resorted to both types of feedback when responding to student writings. Being told when they are incorrect can lead students to think that their work is too hard. for how to give positive feedback. T2, in contrast, used more end feedback as she wanted to comment on students overall performance. Therefore, feedback is considered, first of all, a pedagogical tool that helps enhance students writing competence. Finally, positive feedback that encourages students to access their prior understanding and knowledge is a vital part of moving learned knowledge to the long-term memory banks. Try these 10 activities to improve your students' speaking and listening - essential skills for the development of communication, speech and language. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of UKEssays.com. Positive feedback versus a negative feedback. For the level ALWAYS, the highest number of students chose grammar, that is, 42 over 80 students and next-coming was expression, 31 over 80 students. Correction codes, which are initially aimed at systematizing and simplifying teacher written feedback, turned out to make it incomprehensible to understand to a number of students (4 respondents). This set of criteria, in comparison with the two sets mentioned above, is more sufficient since it covers nearly all aspects of good feedback, that is, the elements of good teacher written feedback, the tone of teacher feedback (encouraging and positive) as well as the practicality of the feedback (obtainable suggestions). IV.1.2. Verbal Corrections for Students Teacher Guide. January 31, 2020. 18th Apr 2017 As for the qualitative approach, the method of data analysis was to transcribe the recorded interviews and synthesize them. The data gained not only provided the researcher with an overall understanding about the students opinion about current situation of teacher written feedback given but also some pedagogical implications for the practice of giving feedback at CSSH. As can be seen from the table, all the teachers at CSSH paid attention to both content and form of student writing papers, though the level of attention may differ. Teachers have been faced with a constant question of what to focus on when giving feedback to student writing. This concept is considered the most thorough one that covers almost aspects of teacher feedback, namely, the positions of feedback in writing instruction and writing process, the relation of student-teacher in process writing, the forms of feedback, and the role of feedback in a writing process. The overall number of students who always, or often received teachers positive feedback far outnumbered that of negative one, that is, 91% to 59%. Making sure your students feel they can confidently navigate the ups and downs of their learning journey is a big part of this! Two or more teachers. However, the mere focus on form correction would have detrimental impact on student writing. The work is done when it is up to professional welding standards for that type of weld. Early Childhood Education Dissertation Ideas. This idea, which had some merits in itself, should be taken into consideration. method of delivery, or focus of feedback) can play a vital role in the successful application of WCF. The levels often accounted for the highest numbers of students, from the lowest 25 students to the highest of 45. Teach Starter has everything you need in ourWorld Space Week Resource Collection. Do you have a 2:1 degree or higher? Moreover, according to Ressor, teacher feedback is believed to provide students with not only the incentive to improve but also the guidance about how to improve (as cited in Vengadasamy, 2002). Positive Feedback for Students (with Examples). A suggestion is also needed as a guideline for students to make revision. Students are then placed in pairs to discuss their responses. In reality, neither an investigation into the current feedback giving practice nor students preferences for teacher written feedback has been carried out at the college. The majority of students (77%), however, received teacher written feedback only once per assignment. IMPACTS OF TEACHER FEEDBACK ON ESL/EFL STUDENTS WRITING 1 Chapter 1: Introduction Background and Statement of the Problem Feedback is considered an inherent part and an important element in instructional design and it has a strong foundation in major learning theories. As mentioned above, teacher feedback plays an essential role in a writing process. Read our tips (with examples!) IV.1.4. It represents a sense of audience and purpose in forming the on-going writing process, while establishing a concept of collaborative reader-editor relationship between teacher and student. A great number of questions have been asked: What should teacher comment on?, To which extent should feedback be?, Which types of comment are most effective? and so on. Giving Learners Feedback On Their Writing. Teacher written feedback plays an essential role in a students writing process. All work is written to order. Only English would be used in the discussion of findings for convenience. How teacher written feedback in writing skill is delivered at CSSH is reflected in the first part of the questionnaire to students. Create a free Teach Starter account and download hundreds of time-saving resources. The subjects selected for the study include 80 freshmen who are in the second semester of the academic year 2009-2010 at CSSH-VNU. So weve compiled 20 constructive feedback examples that will drive engagement during your next 1-on-1 or formal performance evaluation. An essential teaching resource to help children with anxiety. This part will present some major types of feedback: positive feedback & negative feedback, direct feedback & indirect feedback, marginal feedback & end feedback. As a teacher, I pushed myself to return student writing within 48 hours of submission. Teacher written feedback plays an essential role in a students writing process. No plagiarism, guaranteed! Frequency of teacher written feedback. Qualitative study is based mainly on three basic data gathering techniques, that is, participant observation, interview and document or artifact analysis. These numbers indicate that the practice of giving feedback at CSSH was fairly adequate. The ratios of mistakes pointed out by teachers to those by the native speaker gives the researcher an overall assessment of the frequency level of teacher written feedback at CSSH.