The Impact of Teacher Feedback Via Google Doc in L2 Learners’ Writing

Academic writing of assignments is challenging for many undergraduate students of English, and therefore, instructors' written evaluative comments are needed to help students obtain information about their performance in such academic written tasks. As a qualitative case study, this study was carried out on one undergraduate course, specifically on the instructor's written comments on 10 learners' peer academic writing of article reports, how students revise their texts in responding to written comments and how they view such comments and academic writing via Google Docs. The data was collected from the written comments, students’ text revisions and a focus group interview. The findings show that the instructor commented on issues and errors at the global and local levels of academic texts directly and indirectly. Quantification of the data illustrated that the instructor provided the five pairs of learners with an overall number of 1440 which targeted 373 (25%) global issues and 1067 (75%) local issues in the writing of the five pairs. In terms of direction, 977 (68%) accounted for direct feedback, while 463 (32%) accounted for indirect feedback. Distribution of the feedback received by the learners varied across the five pairs of students. The findings indicate that most of the learners’ text revisions were made based on teacher feedback (1187/93%), while only 95 (7%) revisions were self-made revisions. The thematic analysis of the follow-up interview underlies students’ perceived value of teacher feedback in improving their writing, their preference for direct feedback on their writing, their perceived role of Google doc in editing their written assignments. Yet, a few students reported a few restrictions of Google Dos-peer writing and editing. The current study implied that teachers should act as mediators, be aware of the role of feedback in facilitating their students’ development of writing and misinterpretation and confusion their feedback can cause to our students in the process of writing revision, and decide what issues their feedback needs to target, focus on what issues actually challenge their learners in writing. Finally, feedback practices should be made innovative through integration of technological tools.

EFL Students’ Responses on Teacher’s Online Written Feedback: Interaction, Revision, and Perception

This study examines students’ interactions with the teacher’s feedback in an online course on paragraph writing at higher education in Indonesia. The instructional moves, interactional approach, and students’ perceived usefulness of the feedback were investigated. Through a discourse analysis framework, 355 comments on discussion posts from five students in four meetings were analyzed. The Learning Analytics (LA) data correlated with semi-structured interviews were employed to obtain the students’ perceived usefulness of teacher feedback for revision. The semi-structured interview was done with six students. The findings revealed that the teacher enacted fifteen moves to handle social interaction in online feedback from directive to dialogic categories. These moves are employed to create knowledge-building and solidarity for pedagogical and interactional goals, particularly. These are shown by the relation between LA and the students’ perceptions of the feedback for writing revision. Therefore, such findings highlight the (de)merits of directive-dialogic interactions in online written feedback and LA data to improve teaching and learning.

Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions

The objectives of this study were to compare the impact of peer feedback implementation with teacher involvement through training in the classroom and asynchronous online communication on the quality of students' writing revisions, as well as to investigate students' perceptions of peer feedback activities. Twenty-five students participated in the experimental study. Eleven students were willingly to be interviewed. Inferential statistical analysis was used to interpret the quantitative data collected from students’ essay writing scores. Meanwhile, the data obtained through observations and interviews was interpreted using qualitative coding analysis. The results of the inferential statistical analysis revealed that peer feedback activities conducted through asynchronous online interactions had more significant effects compared to those conducted face to face on students’ writing revision. Further, after conducting a thematic analysis, six themes emerged: 1) peer feedback activities could increase students’ autonomy in learning, 2) the teacher's involvement in peer feedback activities was beneficial in terms of improving the consistency of feedback and revision, 3) peer feedback through asynchronous online interactions gave extra time to produce more beneficial comments, 4) peer feedback activities through asynchronous online interactions gave more chances to become a writing audience, 5) communicating via Facebook made the students feel awkward, and 6) recorded feedback via Facebook comments was more beneficial for students’ revision. The implication of the research is that teachers of English needs to consider asynchronous online interactions for students’ writing revision when teaching writing.

På vei mot selvstendig tekstrevisjon? En studie av elevers revisjon av tekstutkast i norskfaget i videregående skole

Artikkelen er en studie av hvordan elever i videregående skole reviderer tekst etter å ha fått skriftlige tilbakemeldinger fra norsklæreren. Å kunne revidere tekst er en viktig del av en godt utviklet skrivekompetanse, men det finnes lite tidligere forskning i Norge og internasjonalt som sier noe om hvor langt elever har kommet i utviklingen av revisjonskompetanse mot slutten av videregående skole. Det empiriske materialet i denne undersøkelsen består av tekstutkast fra 59 elever i andre klasse i videregående skole, lærernes kommentarer til utkastene, samt de reviderte versjonene av tekstene. Vi sammenligner utkast og reviderte versjoner og gjør en kvalitativ innholdsanalyse av de endringene som elevene har gjort. Vi undersøker om endringene blir gjort på et globalt eller lokalt tekstnivå, hvilke revisjonsoperasjoner elevene gjør på det globale tekstnivået, og om endringene er foreslått av læreren i kommentarene til teksten eller ikke. Resultatene viser at elevene som gruppe har kommet betraktelig lengre i utviklingen av revisjonskompetanse enn det som er beskrevet i tidligere studier om yngre elever. Elevene reviderer mer på det globale tekstnivået enn på det lokale, og de gjør en rekke revisjoner uten støtte fra læreren. Samtidig ser vi at det er en del variasjon innad i elevgruppa. Noen elever er svært selvstendige, mens andre gjør få revisjoner og følger i liten grad opp lærerens forslag om å revidere teksten. Nøkkelord: Skriving, revisjon, lærerkommentarer Towards autonomous text revision? A study of student´ between-drafts revisions in upper secondary, Norwegian language arts AbstractThe article is a study of how upper secondary students revise text after receiving written feedback from their teacher in Norwegian language arts. Being able to revise text is an important part of a well-developed writing competence, but there is little previous research in Norway and internationally that indicates how far students have come in developing revision skills towards the end of upper secondary level. The empirical material in this study consists of text drafts from 59 students in upper secondary level 2, the teachers' comments on the drafts, as well as the revised versions of the texts. We compare drafts and revised versions and do a qualitative content analysis of the changes students have made. We investigate whether the changes are made at a global or local text level, what revision operations students make at the global text level, and whether the changes are suggested by the teacher in the comments on the text or not. The results show that the students as a group have progressed significantly further in the development of revision skills than those described in previous studies on younger students. Students revise more on the global text level than on the local, and they do a number of revisions without support from the teacher. At the same time, we see that there is some variation within the student group. Some students are very independent, while others make few revisions and to a small extent follow up the teacher's suggestion to revise the text. Keywords: Writing, revision, teacher comments

A product and process oriented tagset for revisions in writing

Given the importance of revision in writing, revision has been a main topic of interest in writing research. Several models of revision have been developed, and a variety of taxonomies have been used to measure revision in empirical studies. Current advances in data collection and analysis have made it possible to study revision in more detail. However, a specific approach of how to do this is lacking. Therefore, this study aims to provide a comprehensive product-oriented and process-oriented tagset of revision. The presented tagset consists of ten properties of revisions: processing, trigger, orientation, evaluation, action, linguistic domain, spatial location, temporal location, duration, and sequencing. For each of these properties we detail how features related to these properties can be extracted manually or automatically, using keystroke logging, screen replays, and eye tracking. As a proof of concept, we show how this tagset is used to annotate revisions made by higher education students with various backgrounds in various academic tasks. To conclude, this tagset forms a scalable basis for studying revision in writing in more depth.

PRE-SERVICE TEACHERS’ SELF-REGULATED LEARNING STRATEGY, MOTIVATION, AND REVISION BEHAVIORS IN EFL ACADEMIC WRITING

<p>The present study explored pre-service teachers’ self-regulated learning strategy<br />and motivation in EFL academic writing. A further aim of the study is to<br />investigate the relationship between their self-regulated learning strategy and<br />motivation as well as to explore the revision behaviors in English academic<br />writing. A questionnaire was administered to 56 pre-service teachers (PST)<br />majoring English language education. The questionnaire covered 16 items of<br />questions regarding self-regulated learning strategy comprising environmental<br />process, behavioral process, and personal process, as well as motivation. PSTs’<br />revisions of academic writing were also assessed using writing revision categories<br />to identify their revision behaviors. Descriptive analyses indicated that<br />participants were moderate to high in their self-regulated learning strategy and<br />motivation toward their writing activities. Furthermore, the result showed that<br />despite the fact that self-regulated learning strategy in the aspect of environmental<br />strategy and personal strategy did not significantly correlate with motivation,<br />behavioral strategy significantly correlated with motivation. In addition to this,<br />among the revision categories, the aspects of organization, citation, mechanics,<br />language use, and references were the most common categories of revisions,<br />while content and format were the least ones. The study might have implication<br />on the PST’s EFL academic writing instruction.<br />Keywords: self-regulated learning strategy, motivation, revision, EFL academic<br />writing</p>

An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing

Students will take independent action to improve their writing when they believe those actions will have a positive effect. The data presented focuses on the self-regulatory writing behaviours of nursing students in their third year. The purpose was to explore patterns of writing self-efficacy, anxiety levels, and student grade point average (GPA) in relation to student choices with help seeking, advanced planning of writing, revision habits, and response to feedback. Low writing self-efficacy, high anxiety students sought help from more sources, reported their feedback made them feel negative about their capabilities as writers, and were less likely to report reading and applying feedback to future writing efforts. No patterns of writing self-efficacy or anxiety levels emerged with respect to student revision habits or their choice to begin their assignments in advance of the due date. GPA was also not associated with the writing self-regulatory choices assessed. As the primary writing support for students in the later years of a nursing program, educators should consider interventions that encourage help seeking, facilitate students’ understanding and integration of the feedback they receive into their assignment revisions, and normalize the negative emotions that interfere with the self-efficacy levels required to write well.