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Title: Students' Perceptions Toward Teachers' Written Feedback on Students' Drafts in Academic Writing Class at Tertiary Level
Authors: Ratnasari, Amelya
Keywords: student’s perception;teachers’ written feedback;academic writing
Issue Date: Mar-2024
Abstract: The study explored the students’ perceptions toward teachers’ written feedback on students’ writing draft in the Academic Writing class at university level. This study seeks to fill the lack of detailed evidence of many recommendations for teachers to better understand and acknowledge students’ perception of clear and beneficial written feedback. The data was gathered through focus-group discussions with eight students from three classes and semi-structured interviews with six students. This research generated three significant topics. The first theme was about unhelpful teachers’ written feedback. The second theme was about the helpful teachers’ written feedback. This study found that most of the participants would consult the teacher for clarification when they found it difficult to understand specific written feedback such as the use of symbols, highlights without explanation, unclear sentences and unfamiliar words. Some others chose to seek clarification from the internet for the alternative before consulting the teacher and friends. The present study also found that participants perceived written feedback as mostly helpful when addressing the areas of text structure, content, grammar, and academic vocabulary. As for the perceived importance of written feedback, the participants mentioned that they used it as reference to fix their mistakes, as knowledge information to enhance ideas, as a means to develop critical thinking, and thus increasing their confidence in writing. Understanding students’ behavior and opinions on teachers’ written feedback can provide help on what they need the most that can maintain their motivation in improving their writing.
Appears in Collections:T1 - English Education

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