Using Oral and Written Feedback to Improve Student Writing: An Investigation from Cambodian University Studentsâ€™ Perspectives
Using Oral and Written Feedback to Improve Student Writing: An Investigation from Cambodian University Students Perspectives
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Royal University of Phnom Penh
This study examines the perceptions about the effectiveness of oral (OF) and written (WF) feedback on the writing of thirty-seven Cambodian English-major students at the National University of Management (NUM). Questionnaires, semi-structured interviews, and student paragraphs were used to collect data from the OF group (N=19) and the WF group (N=18) before and after the two-month treatment. Results indicate that both groups equally delivered higher performance on holistic assessment of writing, although the OF group felt more oriented towards oral feedback than the WF group felt towards written feedback. Whereas the OF group made an improvement in both the micro-aspects (i.e. grammar, vocabulary, and mechanics and spelling) and the macro-aspects (i.e. content and organization), the WF group produced higher quality of writing only in language and organization. The study suggests that student writing improves, regardless of feedback method; that preference in feedback type may not associate with revision quality; that reading be used as a complement to feedback; and that revision quality may correlate with feedback intake which depends on learner-focus and feedback quality.
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