Teacher and Student Perceptions of Current Feedback Practices in English Writing Instruction
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AbstractThis thesis is about the perceptions of current feedback practices in English writing in a context where formative assessment (FA) is an underlying pedagogy. It investigates both teacher and student perspectives. The study is conducted in Norway and is focused on the first-year upper secondary school level. The thesis is informed by three individually conducted studies: the first two are qualitative and investigate teacher and student perceptions of feedback that are addressed in Article I and II. The third study, which is reported in Article III, is quantitative and uses a survey to investigate student views on feedback. Overall, the findings have revealed that despite the mandated use of FA in Norway, and teachers’ attempts to adhere to this pedagogy, the reported perceptions of feedback practices fall short on the continuum of summative and formative assessment. Feedback practices are largely teacher-controlled, offering few opportunities for student involvement. The findings suggest that teachers need to re-think their approach to teaching writing. But, more importantly, schools have to work towards resolving the persistent problem with scheduling and workload hindrances that prevent more comprehensive work with writing.
List of papers
|Paper I: Teachers’ (Formative) Feedback Practices in EFL Writing Classes in Norway. Drita Saliu-Abdulahi, Glenn Ole Hellekjær, and Frøydis Hertzberg. (2017). Journal of Response to Writing, 2017, 3(1): 31–55. The article is included in the thesis. Also available in DUO http://urn.nb.no/URN:NBN:no-62153|
|Paper II: Scaffolding writing development: How formative is the feedback? Drita Saliu-Abdulahi. Moderna språk. 2017, 111 (1), 127-155. Moderna språk. 2017, 111 (1), 127-155. The article is included in the thesis. Also available in DUO http://urn.nb.no/URN:NBN:no-62280|
|Paper III: Secondary school students’ perceptions of and experiences with feedback in English writing instruction. Drita Saliu-Abdulahi, Glenn Ole Hellekjær (Under review in the journal of Acta Didactica Norge). To be published. The paper is not available in DUO awaiting publishing.|