English Teachers’ Feedback on Students’ Writing Work in the New Normal Era

Teachers' Feedback; Writing Skills

Authors

  • Khaerul Fadli Universitas Pendidikan Mandalika
  • Lalu Ari Irawan Universitas Pendidikan Mandalika
  • Haerazi Haerazi Universitas Pendidikan Mandalika

DOI:

https://doi.org/10.36312/jolls.v1i2.624

Keywords:

Writing Feedback, Teachers' Feedback, Writing Skills

Abstract

Feedback is information from the teacher to the students regarding to the students’ error in learning process, and the purpose of feedback given by the teacher could improve students’ abilities in learning. In learning writing, feedback from the teacher is needed by the students to improve their writing skills. Writing is a complex process, arranging several words into a sentence and arranging several sentences into a paragraph is not an easy thing to do. In addition, in writing a sentence, the correct words are needed so that the reader can easily understand the intent written by the author. Thus, this study aims to find out what types of feedback given by the teacher to students in this new normal era, and what types of feedback can improve students' writing skills. This research used qualitative descriptive research. For data collection, researcher used the interview notes, study document, and observation. This study took two English teachers and eight students. In this study, the researcher interviewed English teachers and students regarding the feedback the teacher gave during this new normal era. The researcher found that the teachers used two types of feedback i.e. oral and written feedback in correcting students' writing assignments. In addition, the researcher found that all students experienced improvement after they were given feedback by the teacher. Most students’ perception about feedback given by the teachers, oral feedback is very effective and can improve their writing quality.

Downloads

Download data is not yet available.

Author Biography

Khaerul Fadli, Universitas Pendidikan Mandalika

English Language Education

References

Agbayahoun, J. P. (2016). Teacher Written Feedback on Students Writing: Teachers' and Learners' Perspective.

Agusta D. (2014). Improving Students Ability in Writing Narrative Texts Using Short Animated Stories at Class VIII C of SMPN 2 Sandan Bantul. Thesis

Azad, S. A. (2014). The Effect of Coded and Uncoded Written Corrective Feedback Types on Iranian EFL Learners' Writing Accuracy. Islamic Azad University, Gowgan-Branch, Gowgan, Eastern Azerbaijan, Iran.

Bakla, A. (2020). A mixed-methods study of feedback modes in EFL writing. Language Learning, 24(1), 107–128. https://doi.org/10125/44712

Best, K. (2011). Transformation Through Research-Based Reflection: A Self-Study of Written Feedback Practice. TESOL Journal, 2(4), 492–509. https://doi.org/10.5054/tj.2010.271901

Biber, D., Nekrasova, T., & Horn, B. (2011). The effectiveness of feedback for L1-English and L2-writing development: A meta-analysis. ETS Research Report Series, 2011(1), i–99. https://doi.org/10.1002/j.2333-8504.2011.tb02241.x

Bitchener, J. (2018). Teacher Written Feedback. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching (pp. 1–7). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0506

Bitchener, J., Basturkmen, H., & East, M. (2010). The Focus of Supervisor Written Feedback to Thesis/Dissertation Students. International Journal of English Studies, 10(2), 79. https://doi.org/10.6018/ijes/2010/2/119201

Brookhart. M. Susan. (2008). How to Give Effective Feedback to Your Students. 1st Edition. Alexandria, Virginia USA: Association for Curriculum Development

Brookhart. M. Susan. (2017). How to Give Effective Feedback to Your Students. 2nd Edition.

Cardelle, M., & Corno, L. (1981). Effects on Second Language Learning of Variations in Written Feedback on Homework Assignments. TESOL Quarterly, 15(3), 251. https://doi.org/10.2307/3586751

Chukharev-Hudilainen, E., & Saricaoglu, A. (2016). Causal discourse analyzer: Improving automated feedback on academic ESL writing. Computer Assisted Language Learning, 29(3), 494–516. https://doi.org/10.1080/09588221.2014.991795

Cohen, Louis. Manion, Lawrence. Morrison, Keith. (2018). Research Methods In Education Eighth Edition, New York, Routledge.

Cuticelli, M., Collier-Meek, M., & Coyne, M. (2016). Increasing the quality of tier 1 reading instruction: Using performance feedback to increase opportunities to respond during implementation of a core reading program. Psychology in the Schools, 53(1), 89–105. https://doi.org/10.1002/pits.21884

Ellis, R. (2010). Epilogue: A Framework for Investigating Oral and Written Corrective Feedback. Studies in Second Language Acquisition, 32(2), 335–349. https://doi.org/10.1017/S0272263109990544

Elola, I., & Oskoz, A. (2016). Supporting Second Language Writing Using Multimodal Feedback. Foreign Language Annals, 49(1), 58–74. https://doi.org/10.1111/flan.12183

Eslami, E. (2014). The Effects of Direct and Indirect Corrective Feedback Techniques on EFL Students' Writing. www.sciencedirect.com

Evans, N. W., Hartshorn, K. J., & Tuioti, E. A. (2010). Written Corrective Feedback: Practitioners’ Perspectives. 31.

Fauzan A. & Ngabut N. Novaria. (2018). EFL Students' Perception on Flipped Learning in Writing Class. Journal on English as foreign language, 8(2)

Fan, Y., & Xu, J. (2020). Exploring student engagement with peer feedback on L2 writing. Journal of Second Language Writing, 50, 100775. https://doi.org/10.1016/j.jslw.2020.100775

Ferris, D. & Roberts B. (2001). Error Feedback in L2 Writing Classes. Journal of Second Language Writing.

Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32(2), 181–201. https://doi.org/10.1017/S0272263109990490

Gao, J., & Ma, S. (2019). The effect of two forms of computer-automated metalinguistic corrective feedback. Language Learning & Technology, 23(2), 65–83. https://doi.org/10125/44683

Ha, X. V., Nguyen, L. T., & Hung, B. P. (2021). Oral corrective feedback in English as a foreign language classrooms: A teaching and learning perspective. Heliyon, 7(7), e07550. https://doi.org/10.1016/j.heliyon.2021.e07550

Haerazi, H., Utama, I. M. P., & Hidayatullah, H. (2020). Mobile Applications to Improve English Writing Skills Viewed from Critical Thinking Ability for Pre-Service Teachers. International Journal of Interactive Mobile Technologies (IJIM), 14(07), 58. https://doi.org/10.3991/ijim.v14i07.11900

Haerazi, H., Irawan, L. A., Suadiyatno, T., & Hidyatullah, H. (2020b). Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity. International Journal of Evaluation and Research in Education (IJERE), 9(1), 234. https://doi.org/10.11591/ijere.v9i1.20395

Harmer, Jeremy. (2007). How To Teach Writing. New York: Longman.

Hyland, F. (2010). Future directions in feedback on second language writing: Overview and research agenda. International Journal of English Studies, 10(2), 171. https://doi.org/10.6018/ijes/2010/2/119251

Jang, E. E., & Wagner, M. (2013). Diagnostic Feedback in the Classroom. In A. J. Kunnan (Ed.), The Companion to Language Assessment (pp. 693–711). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118411360.wbcla081

Kepner, C. G. (1991). An Experiment in the Relationship of Types of Written Feedback to the Development of Second-Language Writing Skills. The Modern Language Journal, 75(3), 305–313. https://doi.org/10.1111/j.1540-4781.1991.tb05359.x

Kim, Y., Choi, B., Kang, S., Kim, B., & Yun, H. (2020). Comparing the effects of direct and indirect synchronous written corrective feedback: Learning outcomes and students’ perceptions. Foreign Language Annals, 53(1), 176–199. https://doi.org/10.1111/flan.12443

Lam, R. (2017). Enacting feedback utilization from a task?specific perspective. The Curriculum Journal, 28(2), 266–282. https://doi.org/10.1080/09585176.2016.1187185

Li, S., & Roshan, S. (2019). The associations between working memory and the effects of four different types of written corrective feedback. Journal of Second Language Writing, 45, 1–15. https://doi.org/10.1016/j.jslw.2019.03.003

Li, S. (2010). The Effectiveness of Corrective Feedback in SLA: A Meta-Analysis: Meta-Analysis of Corrective Feedback. Language Learning, 60(2), 309–365. https://doi.org/10.1111/j.1467-9922.2010.00561.x

Lyster R. & Ranta L. 1997. Corrective Feedback and Learner Uptake. Studies in second language acquisition

Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265–302. https://doi.org/10.1017/S0272263109990520

Lyster R. (2004). Differential Effects of Prompts and Recasts in From-focused Instruction. Studies in second language acquisition

Mahdi D. & Noha El Sadangi. (2013). Oral Feedback in the EFL Classroom.

Reigel, D. (2008). Positive Feedback in Pairwork and Its Association With ESL Course Level Promotion. TESOL Quarterly, 42(1), 79–98. https://doi.org/10.1002/j.1545-7249.2008.tb00208.x

Sheen, Y. (2010). Differential effects of oral and written corrective feedback in the ESL classroom. Studies in Second Language Acquisition, 32(2), 203–234. https://doi.org/10.1017/S0272263109990507

Shintani, N., Ellis, R., & Suzuki, W. (2014). Effects of Written Feedback and Revision on Learners’ Accuracy in Using Two English Grammatical Structures: Effects of Written Feedback and Revision. Language Learning, 64(1), 103–131. https://doi.org/10.1111/lang.12029

Stevens, D., & Lowing, K. (2008). Observer, observed and observations: Initial teacher education English tutors’ feedback on lessons taught by student teachers of English. English in Education, 42(2), 182–198. https://doi.org/10.1111/j.1754-8845.2008.00015.x

Tolkhah, A.M.(2008). English Language Education Study Program Department. The Effect of Teacher Feedback in Speaking Class on Learning Experience.

Voelkel, S., Varga?Atkins, T., & Mello, L. V. (2020). Students tell us what good written feedback looks like. FEBS Open Bio, 10(5), 692–706. https://doi.org/10.1002/2211-5463.12841

Xianwei, G., Samuel, M., & Asmawi, A. (2016). A Model Of Critical Peer Feedback To Facilitate Business English Writing Using Qzone Weblogs Among Chinese Undergraduates. 4, 17.

Wang, E., Matsumura, L. C., & Correnti, R. (2017). Written Feedback to Support Students’ Higher Level Thinking About Texts in Writing. The Reading Teacher, 71(1), 101–107. https://doi.org/10.1002/trtr.1584

Downloads

Published

2022-02-22

How to Cite

Fadli, K., Irawan, L. A., & Haerazi, H. (2022). English Teachers’ Feedback on Students’ Writing Work in the New Normal Era: Teachers’ Feedback; Writing Skills. Journal of Language and Literature Studies, 1(2), 83–92. https://doi.org/10.36312/jolls.v1i2.624

Issue

Section

Articles

Most read articles by the same author(s)

Similar Articles

1 2 3 4 5 6 > >> 

You may also start an advanced similarity search for this article.