Research Article
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Dosing Criticism With Praise: E-Feedback in L2 Student Writing

Year 2023, , 307 - 316, 31.03.2023

Suhan Akıncı Oktay , Seçil Dayıoğlu Öcal

https://doi.org/10.26466/opusjsr.1243002

Abstract

The current study deals with e-feedback delivered to the students in higher education during COVID19 pandemic. The data comes from e-feedback delivered to the students in a departmental compulsory course at the department of English language in a state university. Data analysis is conducted in two stages. First, the e-feedbacks classified into three categories regarding the feedback moves by Hyland and Hyland (2012). In the second stage, the categories coded by the two researchers were transferred to SPSS, with the aim of finding out the frequently employed speech act employed by the instructor while giving e-feedback to students. In addition, chi-square test was also conducted to see whether there are significant differences in speech act groups according to the level of success in the study. The findings indicated that the instructor prefers to give e-feedback to unsuccessful students than successful ones using different groups of speech acts such as praise and criticism. Another finding of the study shows that criticism and praise were the most frequently used feedback patterns in our data while suggestion and other feedback acts did not occur frequently. Overall, the study shows the importance of instructor-based e-feedback for academic writing.

Keywords

e-feedback criticism praise advice feedback moves feedback moves.

References

  • References
  • Abri Al A. (2021). Exploring EFL Learners’ Comments on Web-Based Peer Feedback: Local and Global Revisions. English Language Teaching, 14(6), 114- 124.
  • Aktaş, Ş. and Gündüz, O. (2007). Yazılı ve sözlü anlatım (Written and Oral Discourse). Ankara: Akçağ Publishing.
  • Akbayır, S. (2010). Yazılı anlatım nasıl yazabilirim? (How can I write in written discourse?) Ankara: Pegem Academy Publishing Yayıncılık.
  • Akbulut, M. Ş. (July 2020). Dijital Teknolojilerin Eğitimde Etkin Kullanımı. Bilim ve Teknik (Science and Technology), 53, 48-55.
  • Aloud, R. E. (2022). Saudi Female EFL Teachers’ Cognition and Practices Regarding Online Corrective Feedback in Speaking Class. Arab World English Journal (AWEJ) Special Issue on CALL, 8, 56-69. DOI: https://dx.doi.org/10.24093/awej/call8.
  • Ameti, L., Kamberi, M., Urlica, Dragoescu, A., Stefanovic, L. and Sandra C. (2021). The relevance of peer feedback In EFL classes for tertiary language learners. International Journal for Quality Research, 15(3), 727-732. DOI: 10.24874/IJQR15.03-03
  • Altınmakas, D. and Bayyurt, Y. (2019). An explanatory study on factors influencing undergraduate students’ academic writing practices in Turkey. Journal of English for Academic Purposes, 37, 88-103.
  • Bayraktaroğlu, A. (2001). ‘Advice-giving in Turkish ‘Superiority or Solidarity’. In A. Bayraktaroğlu & M. Sifinou (Eds.), Linguistic Politeness Across Boundaries: The Case of Greek and Turkish. (pp.177-205). John Benjamins.
  • Berkant, H. G., Derer, N. B. and Derer Ö. K. (2020) The effects of different types of written corrective feedbacks on students’ texting mistakes. English Teaching Educational Journal, 3 (3),174-187.
  • Biber, D., Nekrasova, T. and Horn B. (2011). The effectiveness of feedback for L1-English and L2- -writing development: A meta-analysis. ETS Research Report Series 2011(1). ETS DOI:10.1002/j.2333-8504.2011.tb02241.x
  • Corbin, B. (2019). Students’ wants and preferences for essay feedback in college level English courses. English in Texas, 49(2).
  • Demirel, E. and Enginarlar, H. (2016). Effects of combined peer-teacher feedback on second language writing development. Hacettepe University Journal of Education, 31(4). 657-675 DOI: 10.16986/HUJE.2016015701
  • Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32, 181–201. DOI:10.1017/S0272263109990490
  • Harb, M. A. (2020). Disagreement among Arabic speakers in faceless computer-mediated communication. Journal of Politeness Research. https://doi.org/10.1515/pr-2017-0045.2-33.
  • Harb, M A. (2016.). Attending to face in faceless computer-mediated communication: (IM) Politeness in online disagreements among Arabic speakers. Indiana Ball State University.
  • Hyland, F. (1998). The impact of teacher written feedback on individual writers. Journal of Second Language Writing, 7(3), 255-286.
  • Hyland, K. (2013). Writing in the university: Education, knowledge and reputation. Language Teaching, 46 (1), 53-70.
  • Hyland, K. and Hyland K. (2012). You could make this clearer: Teachers’ advice on ESL academic writing.
  • L. Holgar & r M. A. Locher (Eds.). Advice in Discourse. (pp. 53-71). Amsterdam and Philadelphia: John Benjamins Company
  • Hyland, K. and Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching. 39. 83- 101. DOI: 10.1017/ S0261444806003399.
  • Hyland, F. and Hyland, K. (2001). Sugaring the pill: Praise and Criticism in written feedback. Journal of Second Language Writing. 185-212.
  • House, J. and Kadar, D. (2021). Altered speech act in dictation: A contrastive pragmatic study of English Chinese thank and great expressions. Lingua. DOI: 10.1016/j.lingua.2021.103162
  • Holmes, J. (1995). Women, men and politeness. London: Longman.
  • Kavcar, C., Oğuzkan, F. and Aksoy, Ö. (2004). Türkçe Öğretimi. Ankara: Engin Yayıncılık.
  • Kencana, A. T. A. (2020). Students’ beliefs towards written corrective feedback. ELT Forum Journal of English Language Teaching, 9 (1)
  • Locher, M. (2013). “Internet advice”. Pragmatics of Computer-Mediated Communication. (pp. 339-362). Berlin: Walter De Gruyter. https://doi.org/10.1515/9783110214468.339
  • Manju, K. A. and Galvin, J. E. (2003). Socialization in virtual groups. Journal of Management, 29 (2). https://doi.org/10.1177/014920630302900203
  • Simmons, T. L. (1994). Politeness Theory in Computer Mediated Communication: Face Threatening Acts in a ‘Faceless’ Medium. [Master’s thesis]. Aston University Birmingham, England. https://files.eric.ed.gov/fulltext/ED381005.pdf
  • Stanley, J. (1992). Coaching student writers to be effective peer evaluation. Journal of Second Language Writing, 1(3), 217-233. https://doi.org/10.1016/1060-3743(92)90004-9
  • Tuzi, F. (2004). The impact of e-feedback on the revisions of L2 writers in an academic writing course. Computers and Composition, 21(2), 217-235.https://doi.org/10.1016/j.compcom.2004.02.003
  • Vattot, K. D. and Smith, K. (2019). Students' perceptions of teachers' feedback practice in teaching English as a foreign language. Teaching and Teacher Education, 85, 260-268.

Year 2023, , 307 - 316, 31.03.2023

Suhan Akıncı Oktay , Seçil Dayıoğlu Öcal

https://doi.org/10.26466/opusjsr.1243002

Abstract

Bu çalışma, COVID19 salgını sırasında üniversite öğrencilerine verilen e-dönütü (geribildirimi) ele almaktadır. Veriler, bir kamu üniversitesinin İngilizce dil bölümünde bölümün zorunlu dersi olarak yürütülen dersin öğrencilerine ders eğitmeni tarafından gönderilen e-dönütlerden (e-geribildirimlerden) oluşmaktadır. İlk aşama, söz eylemler (eleştiri, öğüt ve övgü gibi) Hyland ve Hyland’ın (2012) dönüt (geribildirim) gruplarına göre sınıflandırılacaktır. İkinci aşamada ise iki araştırmacı tarafından kodlanan kategoriler SPSS’e aktarılarak ders eğitmeninin dönüt verirken hangi söz eylemi daha çok tercih ettiğini bulmayı hedefleyecektir. Araştırma sonucunda veriler arasında eleştiri ve övgü en sık kullanılan geri bildirim kalıbı olurken, öneri söz eylemi sıklıkla kullanılmamıştır. Çalışmada ayrıca söz eylem gruplarının başarı oranlarına göre farklılıklarının anlamlı olup olmadığına bakılmak için Ki-Kare testi yapılmıştır. Bu analiz sonucunda ders sorumlusunun başarılı öğrenciler yerine başarısız öğrencilere farklı gruptaki söz eylemlerle dönüt verdiği görülmektedir. Araştırma sonuçları veriler arasında eleştiri ve övgünün en sık kullanılan dönüt (geribildirim) kalıbı olduğunu gösterirken, öneri söz eyleminin ise sıklıkla kullanılmadığını göstermektedir. Genel anlamda, çalışma, ders sorumlusu temelli geribildirimin akademik yazım açısından önemini göstermektedir.

Keywords

e-dönüt (e-geribildirim) eleştiri övgü öğüt geribildirim (dönüt) adımları

References

  • References
  • Abri Al A. (2021). Exploring EFL Learners’ Comments on Web-Based Peer Feedback: Local and Global Revisions. English Language Teaching, 14(6), 114- 124.
  • Aktaş, Ş. and Gündüz, O. (2007). Yazılı ve sözlü anlatım (Written and Oral Discourse). Ankara: Akçağ Publishing.
  • Akbayır, S. (2010). Yazılı anlatım nasıl yazabilirim? (How can I write in written discourse?) Ankara: Pegem Academy Publishing Yayıncılık.
  • Akbulut, M. Ş. (July 2020). Dijital Teknolojilerin Eğitimde Etkin Kullanımı. Bilim ve Teknik (Science and Technology), 53, 48-55.
  • Aloud, R. E. (2022). Saudi Female EFL Teachers’ Cognition and Practices Regarding Online Corrective Feedback in Speaking Class. Arab World English Journal (AWEJ) Special Issue on CALL, 8, 56-69. DOI: https://dx.doi.org/10.24093/awej/call8.
  • Ameti, L., Kamberi, M., Urlica, Dragoescu, A., Stefanovic, L. and Sandra C. (2021). The relevance of peer feedback In EFL classes for tertiary language learners. International Journal for Quality Research, 15(3), 727-732. DOI: 10.24874/IJQR15.03-03
  • Altınmakas, D. and Bayyurt, Y. (2019). An explanatory study on factors influencing undergraduate students’ academic writing practices in Turkey. Journal of English for Academic Purposes, 37, 88-103.
  • Bayraktaroğlu, A. (2001). ‘Advice-giving in Turkish ‘Superiority or Solidarity’. In A. Bayraktaroğlu & M. Sifinou (Eds.), Linguistic Politeness Across Boundaries: The Case of Greek and Turkish. (pp.177-205). John Benjamins.
  • Berkant, H. G., Derer, N. B. and Derer Ö. K. (2020) The effects of different types of written corrective feedbacks on students’ texting mistakes. English Teaching Educational Journal, 3 (3),174-187.
  • Biber, D., Nekrasova, T. and Horn B. (2011). The effectiveness of feedback for L1-English and L2- -writing development: A meta-analysis. ETS Research Report Series 2011(1). ETS DOI:10.1002/j.2333-8504.2011.tb02241.x
  • Corbin, B. (2019). Students’ wants and preferences for essay feedback in college level English courses. English in Texas, 49(2).
  • Demirel, E. and Enginarlar, H. (2016). Effects of combined peer-teacher feedback on second language writing development. Hacettepe University Journal of Education, 31(4). 657-675 DOI: 10.16986/HUJE.2016015701
  • Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32, 181–201. DOI:10.1017/S0272263109990490
  • Harb, M. A. (2020). Disagreement among Arabic speakers in faceless computer-mediated communication. Journal of Politeness Research. https://doi.org/10.1515/pr-2017-0045.2-33.
  • Harb, M A. (2016.). Attending to face in faceless computer-mediated communication: (IM) Politeness in online disagreements among Arabic speakers. Indiana Ball State University.
  • Hyland, F. (1998). The impact of teacher written feedback on individual writers. Journal of Second Language Writing, 7(3), 255-286.
  • Hyland, K. (2013). Writing in the university: Education, knowledge and reputation. Language Teaching, 46 (1), 53-70.
  • Hyland, K. and Hyland K. (2012). You could make this clearer: Teachers’ advice on ESL academic writing.
  • L. Holgar & r M. A. Locher (Eds.). Advice in Discourse. (pp. 53-71). Amsterdam and Philadelphia: John Benjamins Company
  • Hyland, K. and Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching. 39. 83- 101. DOI: 10.1017/ S0261444806003399.
  • Hyland, F. and Hyland, K. (2001). Sugaring the pill: Praise and Criticism in written feedback. Journal of Second Language Writing. 185-212.
  • House, J. and Kadar, D. (2021). Altered speech act in dictation: A contrastive pragmatic study of English Chinese thank and great expressions. Lingua. DOI: 10.1016/j.lingua.2021.103162
  • Holmes, J. (1995). Women, men and politeness. London: Longman.
  • Kavcar, C., Oğuzkan, F. and Aksoy, Ö. (2004). Türkçe Öğretimi. Ankara: Engin Yayıncılık.
  • Kencana, A. T. A. (2020). Students’ beliefs towards written corrective feedback. ELT Forum Journal of English Language Teaching, 9 (1)
  • Locher, M. (2013). “Internet advice”. Pragmatics of Computer-Mediated Communication. (pp. 339-362). Berlin: Walter De Gruyter. https://doi.org/10.1515/9783110214468.339
  • Manju, K. A. and Galvin, J. E. (2003). Socialization in virtual groups. Journal of Management, 29 (2). https://doi.org/10.1177/014920630302900203
  • Simmons, T. L. (1994). Politeness Theory in Computer Mediated Communication: Face Threatening Acts in a ‘Faceless’ Medium. [Master’s thesis]. Aston University Birmingham, England. https://files.eric.ed.gov/fulltext/ED381005.pdf
  • Stanley, J. (1992). Coaching student writers to be effective peer evaluation. Journal of Second Language Writing, 1(3), 217-233. https://doi.org/10.1016/1060-3743(92)90004-9
  • Tuzi, F. (2004). The impact of e-feedback on the revisions of L2 writers in an academic writing course. Computers and Composition, 21(2), 217-235.https://doi.org/10.1016/j.compcom.2004.02.003
  • Vattot, K. D. and Smith, K. (2019). Students' perceptions of teachers' feedback practice in teaching English as a foreign language. Teaching and Teacher Education, 85, 260-268.
There are 32 citations in total.

Details

Primary Language English
Journal Section Research Articles
Authors

Suhan Akıncı Oktay 0000-0002-2393-4629

Seçil Dayıoğlu Öcal 0000-0002-4165-9317

Publication Date March 31, 2023
Published in Issue Year 2023

Cite

APA Akıncı Oktay, S., & Dayıoğlu Öcal, S. (2023). Dosing Criticism With Praise: E-Feedback in L2 Student Writing. OPUS Journal of Society Research, 20(52), 307-316. https://doi.org/10.26466/opusjsr.1243002