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Student Perceptions of Feedback

Exploring the Relationship Between Self-Efficacy, Writing Ability, and Feedback

This phenomenological study explored how students of varying levels of self-efficacy and writing ability experienced feedback on their writing. Phenomenological research is based upon the belief that our understanding of the world is best explained through the perceptions of individual experiences. By understanding student perceptions of feedback, it was the goal of this study to explore how self-efficacy for self-regulated writing and writing ability shape student reception of feedback. Four research questions were developed to guide this study. The research questions were: (a) how do students of varying levels of self-efficacy for writing perceive feedback, (b) how do students of varying levels of self-efficacy for writing use feedback, (c) how do students of varying levels of writing ability perceive feedback, and (d) how do students of varying levels of writing ability use feedback. To answer these questions, 16 students enrolled in grade 11, United States history class were interviewed twice--first upon receiving written feedback from the teacher and again after making essay revisions. Interviews were transcribed and coded to reveal 11 themes organized into three clusters explaining how students perceived effective feedback, the impact that feedback had on student affect, and the actions students took as a result of feedback. Student use of feedback at the task, process, and regulatory level was also analyzed using a feedback uptake analysis protocol designed specifically for this study. Findings suggest that students categorized as having a high level of self-efficacy and a high writing ability shared a perception with students categorized as having a low self-efficacy and low writing ability of what makes feedback effective. Student perceptions differed between groups regarding the impact that feedback had on affect and the actions students took as a result of feedback. Findings also reveal students with a high self-efficacy and high ability received more process and regulatory feedback, whereas students with a low self-efficacy and low writing ability received more task feedback. Recommendations for future research are discussed and a model of feedback processing is presented that suggests teachers adopt a co-constructivist approach to offering feedback, requiring feedback to be designed based upon individual student need.

By understanding student perceptions of feedback, it was the goal of this study to explore how self-efficacy for self-regulated writing and writing ability shape student reception of feedback.