Elva Shine

Citation

Thesis Title
Written feedback in a freshman writing course in the U.A.E: Instructors' and students' perspectives on giving, getting and using feedback

Read article at Massey Research Online:

Ms Shine’s ethnographic study examined the complexity of written feedback because of frustration experienced with the feedback/revision cycle in second language writing at tertiary level. Three case studies were conducted in academic writing classes in a university in the United Arab Emirates. Areas of contention included the type of feedback offered, when to offer it, how to present it and the actual use students made of the written feedback. Misunderstandings between instructors and students emerged over the extent to which students valued and used written feedback. If students are to become more responsive, instructors should examine the clarity and usability of their feedback, and make their feedback strategies and expectations of the students explicit. In addition, as written feedback, even though it was very desirable, did not always assist students to improve their writing, other approaches need to be trialed such as modeling revision strategies.

Supervisors
Professor Cynthia White
Dr Carolyn Gunn