In writing classes, teacher feedback is important in helping students with their
writing. While research has generally focused on the purpose, nature, and
form of teacher feedback, attention to teachers’ views regarding their own
feedback practices has been modest. Yet, it is important to understand why
and how teachers provide feedback, as practice is often guided by beliefs. This
study, therefore, investigated the factors that shape teacher feedback. Writing
teachers at a Singaporean university were interviewed regarding their beliefs
about feedback and their feedback practices. The findings revealed that the
respondents’ feedback practices were shaped by their beliefs about the needs
and capabilities of their students, but that contextual constraints created
tensions between ideal and actual practice. Practical suggestions are offered to
facilitate feedback practice. This study highlights the need for further work in
this area in order to inform teachers’ practices in providing feedback to their
students

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Perpustakaan FITK Pusat

Tersedia

• Investigating teacher perceptions of feedback

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