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    A useful kind of interaction? evaluations by university students of feedback on written assignments

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    Author
    Storch, N; Tapper, J
    Date
    2002-01-01
    Source Title
    Australian Review of Applied Linguistics
    Publisher
    John Benjamins Publishing Company
    University of Melbourne Author/s
    Storch, Neomy; TAPPER, JOANNA
    Affiliation
    Languages And Linguistics
    Metadata
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    Document Type
    Journal Article
    Citations
    Storch, N. & Tapper, J. (2002). A useful kind of interaction? evaluations by university students of feedback on written assignments. Australian Review of Applied Linguistics, 25 (1), pp.147-167. https://doi.org/10.1075/aral.25.1.08sto.
    Access Status
    This item is currently not available from this repository
    URI
    http://hdl.handle.net/11343/26569
    DOI
    10.1075/aral.25.1.08sto
    Description

    C1 - Journal Articles Refereed

    Abstract
    <jats:title>Abstract</jats:title> <jats:p>In content subjects, university teachers hope that students find their comments on written assignments useful contributions to student learning of content and disciplinary writing. However, teachers often do not know what effect this form of interaction has on student readers. In this study we investigated student reactions to teacher feedback in a law subject. Data included teacher feedback written on 76 student assignments, responses by 72 students to a questionnaire about the feedback and interviews with 9 students. Responses from two groups were compared. One group (Group A) comprised students born in Australia or another English-speaking country and those born in non-English speaking countries but who had been residents in Australia for over seven years. The other group (Group B) comprised students born in non-English speaking countries and who had been resident in Australia for less than seven years. The students from both groups were most interested in specific comments on content matters and only half were interested in comments on written expression. Students from Group B were more likely than Group A students to find teacher comments useful for subsequent assignment writing. The responses from all students indicate that although they found teacher comments useful, they were not necessarily totally satisfied with the nature of the feedback.</jats:p>
    Keywords
    Applied Linguistics and Educational Linguistics; Higher Education

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