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

Suhan Akıncı Oktay; Seçil Dayıoğlu Öcal

Makale detayları

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

Yazarlar:

Suhan Akıncı Oktay | Seçil Dayıoğlu Öcal

Yayıncı:

İdeal Kent Yayınları

Dergi:

OPUS Toplum Araştırmaları Dergisi Vol.20 Issue 52, pp.307-316

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001286905

pISSN:

2791-9862

Anahtar kelimeler:

Özet:

 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.

 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.

 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.

 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 Hylandın 2012 dönüt geribildirim gruplarına göre sınıflandırılacaktır. İkinci aşamada ise iki araştırmacı tarafından kodlanan kategoriler SPSSe 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.

Makale detayları

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

Yazarlar:

Suhan Akıncı Oktay | Seçil Dayıoğlu Öcal

Yayıncı:

İdeal Kent Yayınları

Dergi:

OPUS Toplum Araştırmaları Dergisi Vol.20 Issue 52, pp.307-316

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001286905

pISSN:

2791-9862

e-feedback

criticism

praise

advice

feedback moves

feedback moves.

e-dönüt (e-geribildirim)

eleştiri

övgü

öğüt

geribildirim (dönüt) adımları

Sayı

Makale detayları

Yazarlar: Suhan Akıncı Oktay | Seçil Dayıoğlu Öcal

Yayıncı: İdeal Kent Yayınları

Dergi: OPUS Toplum Araştırmaları Dergisi Vol.20 Issue 52, pp.307-316

Belge Tipi: Makale

Yayın Tarihi: 3/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001286905

pISSN: 2791-9862

Sayı

Yazarlar:

Suhan Akıncı Oktay | Seçil Dayıoğlu Öcal

Yayıncı:

İdeal Kent Yayınları

Dergi:

OPUS Toplum Araştırmaları Dergisi Vol.20 Issue 52, pp.307-316

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001286905

pISSN:

2791-9862