by Yun-Pi Yuanby Yun-Pi YuanEEng. Dept., Fu Jen Univ.ng. Dept., Fu Jen Univ.AApril 8, 2009pril 8, 2009

Student Responses to Teacher Feedback

Introduction Introduction Purpose of the StudyPurpose of the StudyData CollectionData CollectionFindingsFindings

Positive FeedbackPositive FeedbackNegative feedbackNegative feedback

ConclusionConclusion

Outline

Yun-Pi Yuan 2

• Teacher feedback:Teacher feedback:– consciouslyconsciously– unconsciouslyunconsciously

• Format of teacher feedback: Format of teacher feedback: – writtenwritten– spokenspoken

• Importance of teacher feedback: Importance of teacher feedback: – a very important role in student learning a very important role in student learning – also part of teacher-student communication and also part of teacher-student communication and

interactioninteraction

Introduction (1)Introduction (1)

Yun-Pi Yuan 3

Introduction (2)Introduction (2)

• Possible impact of teacher feedback on Ss:Possible impact of teacher feedback on Ss:– positive feedbackpositive feedback: may motivate students and : may motivate students and

reinforce their learning and often promote reinforce their learning and often promote autonomous learningautonomous learning

– negativenegative (or even offensive) (or even offensive) feedbackfeedback:: may be may be detrimental to student learningdetrimental to student learning

Yun-Pi Yuan 4

Purpose of the StudyPurpose of the Study

• Examine teacher comments from the perspective Examine teacher comments from the perspective of studentsof students– How students respond to teacher commentsHow students respond to teacher comments– Problems inherent in teacher feedbackProblems inherent in teacher feedback– Impact of teacher feedback on Ss and their learningImpact of teacher feedback on Ss and their learning

• Bring to teacher awareness and thus more Bring to teacher awareness and thus more effective feedback can be providedeffective feedback can be provided

Yun-Pi Yuan 5

• Questionnaires (anonymous):Questionnaires (anonymous):

– hard copies: in some cc classeshard copies: in some cc classes

– electronic files: to all studentselectronic files: to all students

• Subjects:Subjects:– 31 students of the Eng. Dept., Fu Jen University 31 students of the Eng. Dept., Fu Jen University

– Courses involved: Courses involved: Composition & Conversation, Composition & Conversation, Reading, Speech, etc.Reading, Speech, etc.

• Mostly about written feedback Mostly about written feedback

Data CollectionData Collection

Yun-Pi Yuan 6

FindingsFindings

• Positive feedback: 8

• Negative feedback: 11

• Invalid: 12

Yun-Pi Yuan 7

Positive Feedback (1)Positive Feedback (1)

Yun-Pi Yuan 8

Organization(e.g., sequence,

transition)

Organization(e.g., sequence,

transition)

Other (e.g., pre-writing skills, topic

sentence, etc.). 

Other (e.g., pre-writing skills, topic

sentence, etc.). 

• InterpersonalInterpersonal

• Language Language

• Content-focusedContent-focused

• Organization (e.g., sequence, transition)Organization (e.g., sequence, transition)

• Other (e.g., pre-writing skills, topic Other (e.g., pre-writing skills, topic sentence, etc.)sentence, etc.)

Positive Feedback (2)Develop a friendly relationship with students•Praise•Express agreement•Experience sharing

Spot grammatical errors with elucidation•Collocation•Sentence construction •Word usage

Spot grammatical errors with elucidation•Collocation•Sentence construction •Word usageComments on thoughts and idea flow•Cited references•Clear direction

Comments on thoughts and idea flow•Cited references•Clear direction

Yun-Pi Yuan 9

“Have topic sentences and they are good transitions”“Have topic sentences and they are good transitions”

• Feeling motivated to do further improvementFeeling motivated to do further improvement

• Appreciating teachers’ effort in correction and instructionAppreciating teachers’ effort in correction and instruction

• Feeling their performance appreciated and effort Feeling their performance appreciated and effort rewarded and respectedrewarded and respected

• Gaining confidenceGaining confidence

• Feeling happy and a sense of “fulfillment”Feeling happy and a sense of “fulfillment”

• Actively participating in self-learning and autonomous Actively participating in self-learning and autonomous learning to meet teachers’ expectationslearning to meet teachers’ expectations

• Devoting more time and attention to revisionDevoting more time and attention to revision

Student Responses to Student Responses to Positive Feedback & the Positive Feedback & the ImpactImpact

Yun-Pi Yuan 10

Negative Feedback (1)Negative Feedback (1)

No Comment or Grade

Yun-Pi Yuan 11

Personal Attack

Personal Attack

Trivial Trivial ErrorsErrorsTrivial Trivial ErrorsErrors

Teacher Teacher MistakeMistakeTeacher Teacher MistakeMistake

Unclear commentsUnclear comments

No comment or gradeNo comment or grade

Same commentsSame comments

Subjective comments

Personal attack Personal attack

Trivial errorsTrivial errors

Teacher mistakesTeacher mistakes

Negative Negative Feedback (2)Feedback (2)“I cannot see your point if there’s any”“I don’t understand.” “Much better” ( the 2nd draft)Lead to misinterpretation . •Only a big “X” or “?” (no other explanation)•“So, could you please tell me why you choose this topic?”

“I cannot see your point if there’s any”“I don’t understand.” “Much better” ( the 2nd draft)Lead to misinterpretation . •Only a big “X” or “?” (no other explanation)•“So, could you please tell me why you choose this topic?”

Yun-Pi Yuan 12

“It's interesting." "It's impressive,” etc.“It's interesting." "It's impressive,” etc.

• Feeling hurt/belittled and not taking the class seriouslyFeeling hurt/belittled and not taking the class seriously

• Becoming inattentive in class or not studying hardBecoming inattentive in class or not studying hard

• Being impervious to other following feedbackBeing impervious to other following feedback

• Losing confidence & no motivation to write a good paperLosing confidence & no motivation to write a good paper

• Never asking any question to the teacherNever asking any question to the teacher

• Questioning one’s Eng. abilityQuestioning one’s Eng. ability

• Rejecting any more input from the teacherRejecting any more input from the teacher

• Regarding revision as a waste of time and a game of word Regarding revision as a waste of time and a game of word re-arrangement. re-arrangement.

Student Responses to Student Responses to Negative Feedback & the Negative Feedback & the ImpactImpact

Yun-Pi Yuan 13

• Positive effective feedback canPositive effective feedback can - build a communication bridge between teachers and students. - build a communication bridge between teachers and students.

- motivate students to make improvement.- motivate students to make improvement.

- have a positive influence on not only students’ learning but - have a positive influence on not only students’ learning but also the shaping of their personality. also the shaping of their personality.

• Students have a high preference for multi-faced Students have a high preference for multi-faced feedbackfeedback:: content, grammar (form), organization, and content, grammar (form), organization, and interpersonal relation.interpersonal relation.

• Mode of Effective Feedback for WritingMode of Effective Feedback for Writing

Conclusion (1)Conclusion (1)

Yun-Pi Yuan 14

Conclusion (2)Conclusion (2)

• Negative/offensive feedback can - decrease the student’s motivation for further learning

and self-improvement.

- get a negative impression of the teacher.

- make the student feel impervious to the courses and the teacher’s teaching.

- distort the student’s learning attitude so that autonomous learning may be not facilitated.

- make input-absorption impossible.

Yun-Pi Yuan 15

• General Suggestions from Students:General Suggestions from Students:- Provide an introduction of certain marks/symbols which Provide an introduction of certain marks/symbols which

the teacher may use in correction.the teacher may use in correction.- Write legibly to help Ss understand written comments. Write legibly to help Ss understand written comments. - Avoid vague, ambiguous comments. Avoid vague, ambiguous comments. - Grades are the main source from which students Grades are the main source from which students

recognize their achievement.recognize their achievement.- Inconsistency in correction/feedback-giving (if there is a Inconsistency in correction/feedback-giving (if there is a

22ndnd draft) may negatively influence students’ trust for draft) may negatively influence students’ trust for teachers.teachers.

Conclusion (3)Conclusion (3)

Yun-Pi Yuan 16

Conclusion (4)Conclusion (4)

• Plagiarism issue

• Is it only the student’s responsibility to ask teachers to clarify/explain their comments?

• “If I had a question and do not know how to do it, asking the teacher would be my last option because I am afraid of being condemned.”

Yun-Pi Yuan 17

Thanks for your attention!Thanks for your attention!

Yun-Pi Yuan 18

• Feedback on one journal:Feedback on one journal:• ““It takes time and efforts to grow up and be It takes time and efforts to grow up and be

independent. We all go through similar stages and independent. We all go through similar stages and we’re glad we can be of help in some palaces of your we’re glad we can be of help in some palaces of your journey. Be strong and then you will be able to give journey. Be strong and then you will be able to give others a hand when they have similar problems. In others a hand when they have similar problems. In fact, you are never special or less brave. From our fact, you are never special or less brave. From our Monday class, you found there are many classmates Monday class, you found there are many classmates showing similar stressful and difficult situations. showing similar stressful and difficult situations. Always keep in your mind- what you d reams are.”Always keep in your mind- what you d reams are.”

Experience SharingExperience Sharing

Yun-Pi Yuan 19

Mode of Effective Feedback Mode of Effective Feedback for Writingfor Writing

Yun-Pi Yuan 20

[Extracted from a research paper][Extracted from a research paper]

Example: Mode of Effective Example: Mode of Effective Feedback for WritingFeedback for Writing

Yun-Pi Yuan 21

Personal Attack Personal Attack

• Speech presentation on “Origin of Dinosaurs’ Extinction”:

• The teacher told me that my whole speech was “totally a lie” and my speech was “insulting her.” She said that I was like “deaf” in her class. She felt that I had lost my connection with the outside world. She even criticized me that I was the kind of girls who shopped a lot but didn’t know what I want.

Yun-Pi Yuan 22

Teacher Mistakes

• Logic problem:

• “Originally, I thought it was my problem but after thinking for a while, I still did not think my logic had any big problem. So I changed the words/expressions, but kept the original ideas and logic. It turned out that the professor passed the paper and didn’t pick on my logic.”

Yun-Pi Yuan 23

Subjective (Offensive) Comments

One of the classmates was against cohabitation (in the debate). She claims cohabitation increase the possibility of having sex; she was Christian. Our teacher responded, “If it is a relationship, they would have sex.”“The student’s religious belief was being ignored. The

teacher believes that sex is inevitable in relationships; even though most people do believe so, we should have been more careful when there was a religious issue involved.”

Yun-Pi Yuan 24