University students involved in a study led by Sinclair and Cleland (2006) revealed that less than half of the scholars bothered to collect their assessment feedback. The results suggest that students are indifferent towards feedback, but research shows other variables discussed below play a role in the lack of engagement seen. Categorical and/or judgmental responses and lack of timeliness or guidance for improvements needed are major problems students face when dealing with feedback (Ferguson, 2011; Weaver, 2006; Housnsell, McCune, Hounsell, and Litjens, 2008). When these dissatisfying issues continue students can become frustrated or disinterested, which in turn can lead to a decrease in motivation to collect feedback. Additionally, when students expected grade doesn’t align with the actual grade received, students may feel there is no need to check feedback (Wojtas, 1998).
2.3 Feedback on Students' Writing Feedback is a key element in language learning. It can promote minimal or deep learning. Hattie and Timperely (2007) state that feedback is "information provided by an agent regarding some aspects of one's task performance". (p.81). Narciss (2008) also defines feedback as "all post-response information that is provided to a learner to inform the learner on his or her actual state of learning or performance".
.1 Introduction According to Cohen (1985) feedback “..is one of the more instructionally powerful and least understood features in instructional design” (p.33). In support of this claim, consider the hundreds of research studies published on the topic of feedback and its relation to learning and performance during the past 50 years (Mory, 2004 and Narciss & Huth, 2004). Within this large body of research, there are many conflicting findings and no consistent pattern of results. While (Galina & Lilija, 2012) stated that feedback is ‘a method used in teaching of language to improve performance by sharing observations, concerns and suggestions with regard to written work or oral presentation.’ This involves not only focussing on correcting learners,
MPPZ1113 LANGUAGE TEACHING METHODOLOGY ASSIGNMENT 1: CRITICAL REVIEW ON ‘THE EFFECT OF DIFFERENT TYPES OF CORRECTIVE FEEDBACK ON ESL STUDENT WRITING’ PREPARED BY: KHAIRON NISA BINTI SHAFEEI MATRIC NO: MPP141104 SUBMITTED TO: DR. MOHD HILMI BIN HAMZAH DATE OF SUBMISSION: 30th OCTOBER 2014 Summary A research was conducted by John Bitchener, Stuart Young and Denise Cameron with the topic of the research on The Effect of Different Types of Corrective Feedback on ESL Student Writing. The purpose of this study is to find out whether the types of corrective feedback help the post-intermediate ESOL students to improve their writing skill. In order to check the effectiveness of using these types of corrective feedback, the researchers began conducting
Feedback is not one-sided; teachers must remember to listen to what the other person has to say. Stay quiet and catch the other person’s eye, which indicates that you are expecting an answer. If the person wavers in their response, try asking an open ended question. Examples of this would be: “What is your opinion of this?” “What do you reason?” “What is your input of this circumstance?” The fifth step to giving good constructive feedback would be to provide detailed suggestions. Make your suggestions useful by including realistic, practical examples.
“Good feedback practice is not only about providing accessible and usable information that helps students improve their learning, but it is also about providing good information to teachers” (Nicol and Macfarlane, 2006, p. 214). Quality assessment and effective feedback have a strong impact in systemizing educational governance. In the same way, it can enable all learners to enhance their learning or leads to increase learning and teachers in their teaching. Some research evidence such as Nicol and Macfarlane –Dick (2006)
According to Patterson in her article, “Constructivists believe that prior knowledge impacts the learning process. In trying to solve novel problems, perceptual or conceptual similarities between existing knowledge and a new problem can remind people of what they already know. This is often one's first approach towards solving novel problems. Information not connected with a learner's prior experiences will be quickly forgotten. In short, the learner must actively construct new information into his or her existing mental framework for meaningful learning to occur.” (K, Patterson 1) Cognitivist tend to try and make sure that whatever they are taught that they can connect it to the existing knowledge they have already.
The results of this study were inconclusive; however, they implied that humour at worst was better than no education at all and potentially could improve it. Humourous teaching strategies may promote open, flexible communication and allow patients to ask questions they otherwise may not ask and hear instructions they otherwise may not hear. Despite being inconclusive, this study supports the argument that patient information handed over in an informal and accessible way perioperative practitioners may help this
Feedback is a significant element in determination of education quality as well as in effective learning where it portrays the learning outcomes for students and the successes for the tutors. There are many aspects that concern educationists with regards to feedback but the relationship between perspectives of learning as well as teaching and feedback stands as the most important among them. Feedback should be conveyed in different modes in a learning environment but whatever mode chosen creates room for dialogue between the tutor and students. Therefore, it is only through feedback that the student engagement relationship with the feedback as well as the tutors’ perceptions of learning, teaching and assessment that such successes can be established. The Rationale Feedback is closely related to learning and teaching theories making it a significant element in learning despite the theories that may be adapted.