Moves, intentions and the language of feedback commentaries in education

Department/Unit

Dept of English and Applied Linguistics

Document Type

Article

Source Title

Indonesian Journal of Applied Linguistics

Volume

4

Issue

1

First Page

39

Last Page

53

Publication Date

1-1-2014

Abstract

This article discusses the results of an investigation into feedback commentaries provided by tutors to assignments of Masters in Education students in a pre-2002 teaching and learning institution in the UK. The methodology adopted involved a qualitative discourse analysis of fifty feedback commentaries and made use of an inter-rating procedure involving three raters to identify tutor messages. The investigation revealed three groups of "moves" (tutor messages) in feedback. Additionally, the article argues that tutor messages can find theoretical anchor in Heron"s categories of counselling interventions, and that such categories can explain tutor intentions in feedback provision. The research concludes that the use of facilitative 'moves' by tutors is a way for them to provide strong support to postgraduate students.

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Digitial Object Identifier (DOI)

10.17509/ijal.v4i1.599

Disciplines

Education

Keywords

Feedback (Psychology); Learning, Psychology of

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