"MY FEELINGS": UNDERGRADUATE STUDENTS' EMOTIONAL RESPONSES TOWARDS SUPERVISORS' WRITTEN CORRECTIVE FEEDBACK IN THEIR THESIS WRITING

Iis Trisdayanti, Neni Marlina, Nita Sari Narulita Dewi

Abstract


This case study aims to discover the undergraduate students' emotional response towards supervisors' Written Corrective Feedback (WCF) in their thesis and examine its impacts on their thesis writing process. This research was conducted at one university in Tasikmalaya, West Java, Indonesia by involving three undergraduate students as the participants. Semi-structured interview was used to collect data then it was analyzed using thematic analysis from Braun & Clarke (2006). The results revealed that the emotional responses felt by students included positive emotional responses consisting of acceptance of feedback, satisfaction, and feeling of happiness; and negative emotional responses consisting of rejection of feedback, dissatisfaction, distraction, frustration, disappointment, and sadness. Meanwhile, its impacts on their thesis writing process were improving undergraduate students' consciousness in writing thesis, enthusing to complete the thesis immediately, and discontinuing writing thesis for a certain period of time.

Full Text:

PDF

References


Abiddin, N. Z., Hassan, A., & Ahmad, A. R. (2009). Research Student Supervision: An Approach to Good Supervisory Practice. The Open Education Journal, 2, 11-16.

Amrhein, H. R., & Nassaji, H. (2010). Written Corrective Feedback: What Do Students and Teacher Prefer and Why? Canadian Journal of Applied Linguistics, 13, 95-127.

Bitchener, J., & Basturkmen, H., (2010). The Focus of Supervisor Written Feedback to Thesis/Dissertation Students. International Journal of English Studies.

Braun V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3 (2), 16-23. Retrieved from http://dx.doi.org/10.1191/1478088706qp063oa

Chen, S., Nassaji, H., & Liu, Q. (2016). EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China. Asian-Pacific Journal of Second and Foreign Language, 1(5), 1-17. http://dx.doi.org/10.1186/s40862-016-0010-y

Ferris, D. R. (2014). Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19, 6–23.

Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22, 307–329. http://dx.doi.org/10.1016/j.jslw.2012.09.009.

Harris, L. R., Brown, G. T., & Harnett, J. A. (2014). Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability, 26, 107–133. http://dx.doi.org/10.1007/s11092-013-9187-5

Hess, U., & Thibault, P. (2009). Darwin and Emotion Expression. American Psychological, 64(2), 120–128. http://dx.doi.org/10.1037/a0013386

Hyland, K. (2013). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing, 22, 240–253. http://dx.doi.org/10.1016/j.jslw.2013.03.003

Hodza, F. (2007). Managing the student-supervisor relationship for successful postgraduate supervision: A sociological perspective. South African Journal of Higher Education, 21 (8), 1155-1165.

Kahraman, A. & Yalvac, F. (2015). EFL Turkish university students’ preferences about teacher feedback and its importance. Social and Behaviour Science, 199, 73-80. http://dx.doi.org/ 10.1016/j.sbspro.2015.07.489

Kamberi, L. (2012). The significance of teacher feedback in EFL writing for tertiary level foreign language learners. Social and Behavioral Sciences, 70, 1686-1690. http://dx.doi.org/10.1016/j.sbspro.2013.01.241

Kleijn, R. A. M., Meijer, P. C., Pilot, A., & Mieke. (2013). The relation between feedback perceptions and the supervisor–student relationship in master’s thesis projects. Teaching in Higher Education, 19, 336–349. http://dx.doi.org/10.1080/13562517.2013.860109

Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21, 390–403. http://dx.doi.org/10.1016/j.jslw.2012.09.003.

Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17, 69–85. http://dx.doi.org/10.1016/j.jslw.2007.10.001

Mack, L. (2009). Issues and Dilemmas: What conditions are necessary for effective teacher written feedback for ESL Learners? Polyglossia, 16, 33-39.

Mahfoodh, O. H. A., & Pandian, A. (2011). A qualitative case study of EFL students’ affective reactions to and perceptions of their teachers’ written feedback. English Language Teaching, 4(3), 14–25. http://dx.doi.org/10.5539/elt.v4n3p14

Mahfoodh, O. H. A. (2017). “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31, 53-72. http://dx.doi.org/10.1016/j.asw.2016.07.001

McIntosh, M., J., and Morse, J., M. (2015). Situating and Constructing Diversity in Semi-Structured Interviews. SAGE, 1(12), 2. doi: 10.1177/2333393615597674

Peterson, E. R., & Irving, S. E. (2008). Secondary School Students' Conceptions of Assessment and Feedback. Learning and Instruction, 18 (3), 238-250. http://dx.doi.org/10.1016/j.learninstruc.2007.05.001

Plotnik, R., & Kouyoumdjian, H. (2013). Introduction to psychology. Independence. KY: Cengage Learning.

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. http://dx.doi.org/10.1080/02602938.2011.629291

Sadeghi, K. & Khajepasha, A., S. (2015). Thesis Writing Challenges For Non-native MA Students. Research in Post-Compulsory Education, 20(3), 357-373. http://dx.doi.org/10.1080/13596748.2015.1063808

Srichanyachon, N. (2012). Teacher Written Feedback for L2 Learners’ Writing Development. Journal of Social Sciences, Humanities, and Arts, 12 (1) : 7-17.

Yin R. K. (2003). Case study research: Design and methods. California: Sage Publications, Inc.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.