The influence of teacher written feedback on student feedback literacy: The case of Filipino ESL writers

Date of Publication

5-2024

Document Type

Master's Thesis

Degree Name

Master of Arts in English Language Education

Subject Categories

Applied Linguistics

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Dept of English and Applied Linguistics

Thesis Advisor

Sterling M. Plata

Defense Panel Chair

Shirley N. Dita

Defense Panel Member

Rochelle Irene G. Lucas
Marianne Jennifer M. Gaerlan

Abstract/Summary

This thesis attempts to contribute to a fuller understanding of the development of student feedback literacy in L2 academic writing, most especially during the revision stage. The purpose of the study is to explore the influence of teacher written feedback on student feedback literacy using the feedback data given to and interviews obtained from selected senior high school learners. Feedback analysis is based on Pearson’s (2022) feedback typology while the student feedback literacy analysis is drawn from Chong’s (2020) three-dimensional student feedback literacy model. The findings illustrate how contextual and internal factors affect the development of student feedback literacy. In particular, the technological delivery, the exigencies of L2 academic writing, and mindset emerge as the critical causes of why teacher written feedback positively or negatively influences the development of student feedback literacy. The paper ends by proposing a model that guides teachers in facilitating revisions and developing student feedback literacy in L2 academic writing.

Abstract Format

html

Language

English

Format

Electronic

Keywords

English language—Study and teaching—Foreign speakers; Feedback (Psychology)

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Embargo Period

8-14-2027

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