Exploring teacher educators’ and pre-service teachers’ belief and practices on written feedback
DOI:
https://doi.org/10.24200/jonus.vol10iss1pp22-44Abstract
Background and Purpose: This study investigates the effectiveness of written corrective feedback (WCF) in teacher education, focusing on the gap between pedagogical beliefs and practices. It highlights that pre-service teachers prefer direct feedback due to limited training and high workloads, while teacher-educators encounter challenges such as misalignment between beliefs and actual practices. Contextual factors, like time constraints, further complicate effective feedback. The aim is to address these gaps and enhance feedback practices in teacher education programs.
Methodology: This qualitative case study explored beliefs and self-reported practices regarding WCF among teacher-educators and pre-service teachers in B.Ed. programs in Sindh and Punjab, Pakistan. Through semi-structured interviews with 12 participants (six teacher-educators and six pre-service teachers), researchers examined how feedback practices are influenced by educational contexts and assessed the implementation and effectiveness of WCF.
Findings: The study reveals differing views on written feedback effectiveness. Pre-service teachers value grammar-focused feedback, while teacher-educators prefer a comprehensive approach addressing content and structure. Emotional impacts are significant, with pre-service teachers frustrated by vague or overly critical comments. The findings stress the need for clear, constructive feedback that balances criticism with encouragement to support learning and development.
Significance: This research provides insights into the impact of feedback clarity and emotional tone on pre-service teachers' engagement and learning. It emphasizes the need for supportive and constructive feedback practices and highlights the importance of professional development in aligning feedback practices with educational philosophies. The study aims to contribute to more effective teaching and learning by addressing both cognitive and emotional dimensions of feedback.
Keywords: Students’ beliefs, teachers’ beliefs, self-reported practices, written corrective feedback, teacher-educators, pre-service teachers.
References
Adalberon, E. (2020). Providing assessment feedback to pre-service teachers: A study of examiners’ comments. Assessment & Evaluation in Higher Education, 46(4), 601-614.
Ahmed, S. K. (2024). The pillars of trustworthiness in qualitative research. Journal of Medicine, Surgery, and Public Health, 2(1), Article 100051.
Ajjawi, R., & Boud, D. (2015). Researching feedback dialogue: An interactional analysis approach. Assessment & Evaluation in Higher Education, 42(2), 1- 14.
Al-Bakri, S. (2016). Written corrective feedback: Teachers’ beliefs, practices, and challenges in an Omani context. Arab Journal of Applied Linguistics, 1(1), 44–73.
Asregid, D., Mihiretie, D. M., & Kassa, S. A. (2023). Teacher educators' use of feedback to facilitate reflective practice among pre-service teachers during microteaching. Cogent Education, 10(2), Article 2257121.
Akbar, M., Durrani, A., & Shah, M. (2013). The impact of feedback methods on students' performance: A comparative study. Journal of Educational Assessment, 15(2), 123-139.
Bhangu, S., Provost, F., & Caduff, C. (2023). Introduction to qualitative research methods - Part I. Perspectives in Clinical Research, 14(1), 39-42.
Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802-1811.
Bitchener, J., & Knoch, U. (2008). The value of written corrective feedback for migrant and international students. Language Teaching Research, 12(3), 409-431.
Black, D. A., & Nanni, A. (2016). Written corrective feedback: Preferences and justifications of teachers and students in a Thai context. GEMA Online Journal of Language Studies, 16(3), 99-114.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods (5th ed.). Pearson Education, Inc.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Borg, S. (2006). Teacher cognition and language education: Research and practice. Continuum.
Borg, S. (2015a). Teacher cognition and language education. Bloomsbury Publishing.
Borg, S. (2015b). Researching teachers’ beliefs. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical resource (pp. 169-181). Bloomsbury Academic.
Boud, D. (2019). Feedback in higher and professional education: Theories and practices. Assessment & Evaluation in Higher Education, 44(4), 577-587.
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.
Bonsu, E. (2021). The influence of written feedback on the writing skill performance of high school students. International Journal of Applied Research in Social Sciences, 3(3), 33–43.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Carless, D. (2015). Excellence in university assessment: Learning from award-winning practice. Routledge.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.
Carless, D., & Winstone, N. (2023). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 28(1), 150–163.
Cheng, X., Zhang, L. J., & Yan, Q. (2021). Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction. Language Teaching Research, 29(1), 385-415.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., & Boud, D. (2018). What makes for effective feedback: Staff and student perspectives. Assessment & Evaluation in Higher Education, 43(1), 25-36.
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107.
Esfandiari, A., & Husseini, S. (2023). The impact of written corrective feedback on EFL students' writing proficiency: A meta-analysis. Journal of Second Language Writing, 54(1), 100-120.
Fan, N., & Ma, Y. (2018). The role of written corrective feedback in second language writing practice. Theory and Practice in Language Studies, 8(12), 1629-1635.
Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31(2), 315-339.
Feuerherm, E. (2012). Written feedback, student writing, and institutional policies: Implications for novice teacher development. CATESOL Journal, 23(1), 132-154.
Fithriani, R. (2019). ZPD and the benefits of written feedback in L2 writing: Focusing on students’ perceptions. The Reading Matrix: An International Online Journal, 19(1), 63-73.
Finlay, L. (2002). Negotiating the swamp: The opportunity and challenge of reflexivity in research practice. Qualitative Research, 2(2), 209-230.
Guénette, D., & Lyster, R. (2013). Written corrective feedback and its challenges for pre-service ESL teachers. Canadian Modern Language Review, 69(2), 129-153.
Guo, W., & Zhou, W. (2021). Relationships between teacher feedback and student motivation: A comparison between male and female students. Frontiers in Psychology, 12(1), Article 679575.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hassan, M. U., Aziz, A. A., & Pervaiz, M. (2022). Comparing Pakistani EFL learners’ beliefs about written constructive feedback and their impact on L2 writing accuracy. Journal of Development and Social Sciences, 3(4), 71-83.
Henderson, M., Ryan, T., & Phillips, M. (2019). The challenges of feedback in higher education. Assessment & Evaluation in Higher Education, 44(8), 1237-1252.
Hyland, K. (1990). Providing productive feedback. ELT Journal, 44(4), 279-285.
Hyland, K. (2013). Teaching and researching writing (2nd ed.). Routledge.
Hyland, K., & Hyland, F. (2006). Feedback in second language writing: Contexts and issues. Cambridge University Press.
Jiang, Y., & Sukying, A. (2024). Development of literacy engagement in Chinese students with varying language proficiencies. International Journal of Education and Literacy Studies, 12(3), 33-43.
Kelleci Alkan, Ö., Aksoy, N. C., Kulaksız, T., Kaplan, H. A., Durmaz, B. N., Özcan, M., & Kalkavan, B. (2024). A multi-feedback system integrated simulation-based teacher training to scaffold pre-service teachers’ teaching skills: A phenomenological approach. Education and Information Technologies, 29(1), 20691–20713.
Lee, I., Luo, N., & Mak, P. (2021). Teachers’ attempts at focused written corrective feedback in situ. Journal of Second Language Writing, 54(1), 100809.
Leung, A., Fine, P., Blizard, R., Tonni, I., & Louca, C. (2020). Teacher feedback and student learning: A quantitative study. European Journal of Dental Education, 25(3), 600-606.
Leung, A., Fine, P. D., Blizard, R., Tonni, I., Ilhan, D., & Louca, C. (2022). Teacher feedback and student learning–The students’ perspective. Journal of Dentistry, 125(1), 104242.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Magaldi, D., & Berler, M. (2020). Semi-structured interviews. In V. Zeigler-Hill, & T. K. Shackelford (Eds.), Encyclopedia of personality and individual differences (pp. 4825-4830). Springer.
Mahfoodh, O. H. A. (2017). “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31(1), 53-72.
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Nagode, G. P., Pižorn, K., & Juriševič, M. (2014). The role of written corrective feedback in developing writing in L2. English Language Overseas Perspectives and Enquiries, 11(2), 89–98.
Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 36(5), 501-517.
Olmos-Vega, F. M., Stalmeijer, R. E., Varpio, L., & Kahlke, R. (2022). A practical guide to reflexivity in qualitative research: AMEE Guide No. 149. Medical Teacher, 44(3), 241-251.
Paris, A. S., Muliadi, M., & Lestari, B. S. (2022). Self and peer-correction technique in teaching writing. Jurnal Ilmiah Global Education, 3(2), 102-107.
Rasool, U., Qian, J., Saqlain, M., & Abbasi, B. N. (2022). Written corrective feedback strategies: A systematic review. Voyage Journal of Educational Studies, 2(2), 2790-7163.
Raymond, A., Pei, C., & Harrell, J. (2019). Understanding the role of feedback in writing development. In A. Raymond, C. Pei, & J. Harrell (eds.), Teaching writing in higher education (pp. 15-25). Routledge.
Reguieg, F. Z., & Hamitouche, F. (2022). Exploring learners’ and teachers’ preferences regarding written corrective feedback types in improving learners’ writing skill. Arab World English Journal, 13(1), 117-128.
Routman, R. (2015). Writing essentials: Raising expectations and results while simplifying teaching. Education Review.
Sanchez, H. S., & Donnini Rodrigues, L. de A. (2024). Pedagogical intentions behind teacher written feedback: The perspectives and practices of an English language teacher educator in Argentina. Journal of English for Academic Purposes, 69(1), Article 101370.
Sharif, Z., & Zeeshan, M. (2023). Insights into English Language Teaching (ELT) in large classes: Perspectives from Pakistani learners. Panacea Journal of Linguistics & Literature, 2(2), 130-144.
Smith, M., & Lowe, C. (2021). DIY assessment feedback: Building engagement, trust, and transparency in the feedback process. Journal of University Teaching & Learning Practice, 18(3), 9-14.
Stern, L. A., & Solomon, A. (2006). Effective faculty feedback: The road less traveled. Assessing Writing, 11(1), 22-41.
Sutton, P. (2012). Conceptualizing feedback literacy: Knowing, beginning, andvacting. Innovations in Education & Teaching International, 49(1), 31-40.
Trisdayanti, I., Marlina, N., & Dewi, N. S. N. (2024). "My feelings": Undergraduate students' emotional responses towards supervisors' written corrective feedback in their thesis writing. Journal of Teaching & Learning English in Multicultural Contexts, 3(1), 43-51.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327–369.
Truscott, J., & Hsu, A. Y. (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17(4), 292–305.
Unlu, Z. (2020). Finding the contextually appropriate: Student reflection as a dialogic reflective practice tool. Reflective Practice, 21(3), 316-329.
Van Rooij, E., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2019). Secondary school students’ engagement profiles and their relationship with teacher behavior. Learning and Individual Differences, 75(1), 101791.
Van der Kleij, F. (2022). Reimagining classroom assessment and feedback to meet learner needs. Australian Council for Educational Research.
Varpio, L., Ajjawi, R., Monrouxe, L. V., O’Brien, B. C., & Rees, C. E. (2017). Shedding the cobra effect: Problematising thematic emergence, triangulation, saturation and member checking. Medical Education, 51(1), 40–50.
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.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wa-Mbaleka, S. (2019). Ethics in qualitative research: A practical guide. International Forum Journal, 22(2), 116-132.
Wen, Y. (2013). Teacher written feedback on L2 student writings. Journal of Language Teaching and Research, 4(2), 427-431.
Wilcoxen, C. L., & Lemke, J. (2021). Preservice teachers' perceptions of feedback: The importance of timing, purpose, and delivery. Journal of University Teaching and Learning Practice, 18(8), 14-28.
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10(1), 3087.
Winstone, N. E., & Boud, D. (2019). Exploring cultures of feedback practice: The power of feedback in higher education. International Journal of Educational Research, 98, 108-119.
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17-37.
Xu, Y., & Carless, D. (2017). ‘Only true friends could be truly honest’: Cognitive scaffolding and social-affective support in teacher feedback literacy. Assessment & Evaluation in Higher Education, 42(7), 1082–1094.
Zhang, T., & Mao, Z. (2023). Exploring the development of student feedback literacy in the second language writing classroom. Assessing Writing, 55(1), 100697.
Ahmed, S. K. (2024). The pillars of trustworthiness in qualitative research. Journal of Medicine, Surgery, and Public Health, 2(1), Article 100051.
Ajjawi, R., & Boud, D. (2015). Researching feedback dialogue: An interactional analysis approach. Assessment & Evaluation in Higher Education, 42(2), 1- 14.
Al-Bakri, S. (2016). Written corrective feedback: Teachers’ beliefs, practices, and challenges in an Omani context. Arab Journal of Applied Linguistics, 1(1), 44–73.
Asregid, D., Mihiretie, D. M., & Kassa, S. A. (2023). Teacher educators' use of feedback to facilitate reflective practice among pre-service teachers during microteaching. Cogent Education, 10(2), Article 2257121.
Akbar, M., Durrani, A., & Shah, M. (2013). The impact of feedback methods on students' performance: A comparative study. Journal of Educational Assessment, 15(2), 123-139.
Bhangu, S., Provost, F., & Caduff, C. (2023). Introduction to qualitative research methods - Part I. Perspectives in Clinical Research, 14(1), 39-42.
Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802-1811.
Bitchener, J., & Knoch, U. (2008). The value of written corrective feedback for migrant and international students. Language Teaching Research, 12(3), 409-431.
Black, D. A., & Nanni, A. (2016). Written corrective feedback: Preferences and justifications of teachers and students in a Thai context. GEMA Online Journal of Language Studies, 16(3), 99-114.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods (5th ed.). Pearson Education, Inc.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Borg, S. (2006). Teacher cognition and language education: Research and practice. Continuum.
Borg, S. (2015a). Teacher cognition and language education. Bloomsbury Publishing.
Borg, S. (2015b). Researching teachers’ beliefs. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical resource (pp. 169-181). Bloomsbury Academic.
Boud, D. (2019). Feedback in higher and professional education: Theories and practices. Assessment & Evaluation in Higher Education, 44(4), 577-587.
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.
Bonsu, E. (2021). The influence of written feedback on the writing skill performance of high school students. International Journal of Applied Research in Social Sciences, 3(3), 33–43.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Carless, D. (2015). Excellence in university assessment: Learning from award-winning practice. Routledge.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.
Carless, D., & Winstone, N. (2023). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 28(1), 150–163.
Cheng, X., Zhang, L. J., & Yan, Q. (2021). Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction. Language Teaching Research, 29(1), 385-415.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., & Boud, D. (2018). What makes for effective feedback: Staff and student perspectives. Assessment & Evaluation in Higher Education, 43(1), 25-36.
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107.
Esfandiari, A., & Husseini, S. (2023). The impact of written corrective feedback on EFL students' writing proficiency: A meta-analysis. Journal of Second Language Writing, 54(1), 100-120.
Fan, N., & Ma, Y. (2018). The role of written corrective feedback in second language writing practice. Theory and Practice in Language Studies, 8(12), 1629-1635.
Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31(2), 315-339.
Feuerherm, E. (2012). Written feedback, student writing, and institutional policies: Implications for novice teacher development. CATESOL Journal, 23(1), 132-154.
Fithriani, R. (2019). ZPD and the benefits of written feedback in L2 writing: Focusing on students’ perceptions. The Reading Matrix: An International Online Journal, 19(1), 63-73.
Finlay, L. (2002). Negotiating the swamp: The opportunity and challenge of reflexivity in research practice. Qualitative Research, 2(2), 209-230.
Guénette, D., & Lyster, R. (2013). Written corrective feedback and its challenges for pre-service ESL teachers. Canadian Modern Language Review, 69(2), 129-153.
Guo, W., & Zhou, W. (2021). Relationships between teacher feedback and student motivation: A comparison between male and female students. Frontiers in Psychology, 12(1), Article 679575.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hassan, M. U., Aziz, A. A., & Pervaiz, M. (2022). Comparing Pakistani EFL learners’ beliefs about written constructive feedback and their impact on L2 writing accuracy. Journal of Development and Social Sciences, 3(4), 71-83.
Henderson, M., Ryan, T., & Phillips, M. (2019). The challenges of feedback in higher education. Assessment & Evaluation in Higher Education, 44(8), 1237-1252.
Hyland, K. (1990). Providing productive feedback. ELT Journal, 44(4), 279-285.
Hyland, K. (2013). Teaching and researching writing (2nd ed.). Routledge.
Hyland, K., & Hyland, F. (2006). Feedback in second language writing: Contexts and issues. Cambridge University Press.
Jiang, Y., & Sukying, A. (2024). Development of literacy engagement in Chinese students with varying language proficiencies. International Journal of Education and Literacy Studies, 12(3), 33-43.
Kelleci Alkan, Ö., Aksoy, N. C., Kulaksız, T., Kaplan, H. A., Durmaz, B. N., Özcan, M., & Kalkavan, B. (2024). A multi-feedback system integrated simulation-based teacher training to scaffold pre-service teachers’ teaching skills: A phenomenological approach. Education and Information Technologies, 29(1), 20691–20713.
Lee, I., Luo, N., & Mak, P. (2021). Teachers’ attempts at focused written corrective feedback in situ. Journal of Second Language Writing, 54(1), 100809.
Leung, A., Fine, P., Blizard, R., Tonni, I., & Louca, C. (2020). Teacher feedback and student learning: A quantitative study. European Journal of Dental Education, 25(3), 600-606.
Leung, A., Fine, P. D., Blizard, R., Tonni, I., Ilhan, D., & Louca, C. (2022). Teacher feedback and student learning–The students’ perspective. Journal of Dentistry, 125(1), 104242.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Magaldi, D., & Berler, M. (2020). Semi-structured interviews. In V. Zeigler-Hill, & T. K. Shackelford (Eds.), Encyclopedia of personality and individual differences (pp. 4825-4830). Springer.
Mahfoodh, O. H. A. (2017). “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31(1), 53-72.
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Nagode, G. P., Pižorn, K., & Juriševič, M. (2014). The role of written corrective feedback in developing writing in L2. English Language Overseas Perspectives and Enquiries, 11(2), 89–98.
Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 36(5), 501-517.
Olmos-Vega, F. M., Stalmeijer, R. E., Varpio, L., & Kahlke, R. (2022). A practical guide to reflexivity in qualitative research: AMEE Guide No. 149. Medical Teacher, 44(3), 241-251.
Paris, A. S., Muliadi, M., & Lestari, B. S. (2022). Self and peer-correction technique in teaching writing. Jurnal Ilmiah Global Education, 3(2), 102-107.
Rasool, U., Qian, J., Saqlain, M., & Abbasi, B. N. (2022). Written corrective feedback strategies: A systematic review. Voyage Journal of Educational Studies, 2(2), 2790-7163.
Raymond, A., Pei, C., & Harrell, J. (2019). Understanding the role of feedback in writing development. In A. Raymond, C. Pei, & J. Harrell (eds.), Teaching writing in higher education (pp. 15-25). Routledge.
Reguieg, F. Z., & Hamitouche, F. (2022). Exploring learners’ and teachers’ preferences regarding written corrective feedback types in improving learners’ writing skill. Arab World English Journal, 13(1), 117-128.
Routman, R. (2015). Writing essentials: Raising expectations and results while simplifying teaching. Education Review.
Sanchez, H. S., & Donnini Rodrigues, L. de A. (2024). Pedagogical intentions behind teacher written feedback: The perspectives and practices of an English language teacher educator in Argentina. Journal of English for Academic Purposes, 69(1), Article 101370.
Sharif, Z., & Zeeshan, M. (2023). Insights into English Language Teaching (ELT) in large classes: Perspectives from Pakistani learners. Panacea Journal of Linguistics & Literature, 2(2), 130-144.
Smith, M., & Lowe, C. (2021). DIY assessment feedback: Building engagement, trust, and transparency in the feedback process. Journal of University Teaching & Learning Practice, 18(3), 9-14.
Stern, L. A., & Solomon, A. (2006). Effective faculty feedback: The road less traveled. Assessing Writing, 11(1), 22-41.
Sutton, P. (2012). Conceptualizing feedback literacy: Knowing, beginning, andvacting. Innovations in Education & Teaching International, 49(1), 31-40.
Trisdayanti, I., Marlina, N., & Dewi, N. S. N. (2024). "My feelings": Undergraduate students' emotional responses towards supervisors' written corrective feedback in their thesis writing. Journal of Teaching & Learning English in Multicultural Contexts, 3(1), 43-51.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327–369.
Truscott, J., & Hsu, A. Y. (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17(4), 292–305.
Unlu, Z. (2020). Finding the contextually appropriate: Student reflection as a dialogic reflective practice tool. Reflective Practice, 21(3), 316-329.
Van Rooij, E., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2019). Secondary school students’ engagement profiles and their relationship with teacher behavior. Learning and Individual Differences, 75(1), 101791.
Van der Kleij, F. (2022). Reimagining classroom assessment and feedback to meet learner needs. Australian Council for Educational Research.
Varpio, L., Ajjawi, R., Monrouxe, L. V., O’Brien, B. C., & Rees, C. E. (2017). Shedding the cobra effect: Problematising thematic emergence, triangulation, saturation and member checking. Medical Education, 51(1), 40–50.
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.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wa-Mbaleka, S. (2019). Ethics in qualitative research: A practical guide. International Forum Journal, 22(2), 116-132.
Wen, Y. (2013). Teacher written feedback on L2 student writings. Journal of Language Teaching and Research, 4(2), 427-431.
Wilcoxen, C. L., & Lemke, J. (2021). Preservice teachers' perceptions of feedback: The importance of timing, purpose, and delivery. Journal of University Teaching and Learning Practice, 18(8), 14-28.
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10(1), 3087.
Winstone, N. E., & Boud, D. (2019). Exploring cultures of feedback practice: The power of feedback in higher education. International Journal of Educational Research, 98, 108-119.
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17-37.
Xu, Y., & Carless, D. (2017). ‘Only true friends could be truly honest’: Cognitive scaffolding and social-affective support in teacher feedback literacy. Assessment & Evaluation in Higher Education, 42(7), 1082–1094.
Zhang, T., & Mao, Z. (2023). Exploring the development of student feedback literacy in the second language writing classroom. Assessing Writing, 55(1), 100697.
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2025-02-28
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Exploring teacher educators’ and pre-service teachers’ belief and practices on written feedback. (2025). Journal of Nusantara Studies (JONUS), 10(1), 22-44. https://doi.org/10.24200/jonus.vol10iss1pp22-44
