Exploring Lecturers’ Written Corrective Feedback on Students’ Research Proposal Writing
- DOI
- 10.2991/assehr.k.210325.032How to use a DOI?
- Keywords
- research proposal writing, writing accuracy, writing compositions, written corrective feedback
- Abstract
During the corona pandemic, face to face learning process is not allowed, so that the guidance of thesis writing for students must be done online. Lecturers have to provide written corrective feedback in responding to their students’ writing. This study explores the lecturers’ written corrective feedback on students’ research proposal writing. It describes giving direct corrective feedback and indirect corrective feedback regarding types of writing errors students have made. This descriptive research used a qualitative approach, by using documentation in collecting the data. Personal research proposals of postgraduate students of English Education Graduate Program of Universitas Negeri Padang were collected to get lecturers’ feedback on the students’ weaknesses in their research proposals. The result revealed that indirect corrective feedback was the most frequent type used by the lecturers. The findings indicate that written corrective feedback might improve students’ writing accuracy in research proposal writing; however, it depends on the error types of writing. This study needs additional information of written corrective feedback, especially indirect corrective feedback in improving students’ writing accuracy.
- Copyright
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Nila Andelina Betha AU - Rusdi Noor Rosa AU - Hamzah PY - 2021 DA - 2021/03/26 TI - Exploring Lecturers’ Written Corrective Feedback on Students’ Research Proposal Writing BT - Proceedings of the Ninth International Conference on Language and Arts (ICLA 2020) PB - Atlantis Press SP - 173 EP - 178 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210325.032 DO - 10.2991/assehr.k.210325.032 ID - Betha2021 ER -