Date of Award

5-2013

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

First Advisor

David I. Hanauer, Ph.D.

Second Advisor

Sharon Deckert, Ph.D.

Third Advisor

Gloria Park, Ph.D.

Abstract

Motivated by my own experience in teaching and learning academic writing in a large class of more than 50, I aim to find out the students' perceptions towards the effective feedback practices in a large EFL writing class of undergraduates in Indonesia. There were 150 students participating by answering the 26 closed-ended questions in the questionnaire. The data was analyzed by using SPSS based on participants, gender, and English proficiency level (the students' TOEFL scores). The findings showed that based on participants, gender, and English proficiency level, the students had the same perception that feedback from their lecturers is effective when it is given in written form, while from their peers, it should be in oral form. However, students had different perceptions towards direct and indirect feedback and which draft to receive feedback on. In addition, the students perceived similarly that correction on the surface level errors is the most important to get.

Share

COinS