“Students’ Perceptions of Written Instructor Feedback on Student Writing”

by Eric Wisz | Xchanges 13.2, Fall 2018

References

Abdollahifam, S. (2014). Investigating the Effects of Interactional Feedback on EFL Students’ Writings. Procedia – Social and Behavioral Sciences, 98, 16–21.

Ädel, A. (2017). Remember that your reader cannot read your mind: Problem/solution-oriented metadiscourse in teacher feedback on student writing. English for Specific Purposes, 45, 54–68.

Agius, N. M., & Wilkinson, A. (2014). Students’ and teachers’ views of written feedback at undergraduate level: A literature review. Nurse Education Today, 34, 552–559.

Bevan, R., Badge, J., Cann, A., Willmott, C., & Scott, J. (2008). Seeing eye-to-eye? Staff and student views on feedback. Bioscience Education, 12(1), 1–15.

Brannon, L., & Knoblauch, C. H. (1982). On students’ rights to their own texts: A model of teacher response. College Composition and Communication, 33(2), 157–166.

Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219–233.

Conrad, S. M., & Goldstein, L. M. (1999). ESL student revision after teacher-written comments: Text, contexts, and individuals. Journal of Second Language Writing, 8(2), 147–179.

Dobrin, S. I. (1999). Paralogic hermeneutic theories, power, and the possibility for liberating pedagogies. In T. Kent (Ed.), Post-process theory: Beyond the writing-process paradigm (pp. 132–148). Carbondale and Edwardsville: Southern Illinois University Press.

Elbow, P. (1973). Writing without teachers. New York, NY: Oxford University Press.

Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31(2), 315–339.

Ferris, D. (2006). Does error feedback help student writers? In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 81–104). New York, NY: Cambridge University Press.

Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10, 161–184.

Goldstein, L. M. (2004). Questions and answers about teacher written commentary and student revision. Journal of Second Language Writing, 13, 63–80.

Hedgcock, J., & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing, 3(2), 141–163.

Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27(1), 53–64.

Hyland, F. (1998). The impact of teacher written feedback on individual writers. Journal of Second Language Writing, 7(3), 255–286.

Hyland, F. (2003). Focusing on form: Student engagement with teacher feedback. System, 31, 217–230.

Journet, D. (1999). Writing within (and between) disciplinary genres. In T. Kent (Ed.), Post-process theory (pp. 96–115). Carbondale and Edwardsville: Southern Illinois University Press.

Kent, T. (1989). Paralogic hermeneutics and the possibilities of rhetoric. Rhetoric Review, 8(1), 24–42.

Lizzio, A., & Wilson, K. (2008). Feedback on assessment: Students’ perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, 33(3), 263–275.

Lynch, C., & Klemans, P. (1978). Evaluating our evaluations. College English, 40(2), 166–180.

McMartin-Miller, C. (2014). How much feedback is enough?: Instructor practices and student attitudes toward error treatment in second language writing. Assessing Writing, 19, 24–35.

Nicol, D. (2010). From monologue to dialogue: Improving written feedback process in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501–517.

Poulos, A., & Mahony, M. J. (2008). Effectiveness of feedback: The students’ perspective. Assessment & Evaluation in Higher Education, 33(2), 143–154.

Robinson, S., Pope, D., & Holyoak, L. (2013). Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students. Assessment & Evaluation in Higher Education, 38(3), 260–272.

Shaughnessy, M. P. (1977). Errors and expectations: A guide for the teacher of basic writing. New York, NY: Oxford University Press.

Straub, R. (1996). The concept of control in teacher response. College Composition and Communication, 47(2), 223–251.

Straub, R. (1997). Students’ reactions to teacher comments: An exploratory study. Research in the Teaching of English, 31(1), 91–119.

Straub, R. (2000). The practice of response: Strategies for commenting on student writing. Cresskill, NJ: Hampton Press, Inc.

Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment and Evaluation in Higher Education, 31(3), 379–394.

Wingate, U. (2010). The impact of formative feedback on the development of academic writing. Assessment & Evaluation in Higher Education, 35(5), 519–533.