AbstractThis study investigates formative feedback comments given by instructors and the potential effects of the comments on students writing development. This research topic is examined from the perspective of the Swedish curriculum for English at upper secondary school and draws from international studies to identify potential implications for the Swedish context. Writing is an essential skill for students to acquire and instructors are responsible for guiding students in their efforts. However, it is unclear what types of comments may lead to students writing development. This paper has methodically included relevant research within the subject, and through synthesis identified several patterns in instructor comments which lead to student engagement and uptake of feedback. Research encourages instructors to be mindful of the tone of their comments as many negative comments may discourage and overwhelm students, resulting in them not engaging with the received feedback. The amount of comments on a students’ draft can also determine the students' engagement with the feedback comments. Also, research calls for instructors to familiarize students with the learning requirements and the metalanguage associated with the feedback process. Lastly, multiple studies included in this synthesis encourage the use feedback aids and alternative modes of feedback to support student development and accommodate students who do not respond to traditional feedback delivery methods.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-36176 |
| Date | January 2020 |
| Creators | Hassan, Guuled |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS), Malmö universitet/Lärande och samhälle |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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