How Do Tutors Give Feedback? Case Studies on Their Feedback and Perceptions
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This study aims to investigate written feedback given by writing tutors and their perceptions on feedback-giving experiences. So far, most studies on writing tutors have been concentrated on the analysis of their interactions with the tutees, in particular, their oral feedback, not their written one. However, their written feedback is worthwhile studying to see whether a tutor’s written feedback contains characteristics that are distinguishable from that of teachers. For this purpose, in this study, 11 tutors’ feedback was compared with a teacher’s in error type, feedback type, and use of mitigation strategies. Also, in- depth interviews were conducted on the tutors to see how they prepared for and think of tutor feedback. This analysis of written feedback reveals that 1) tutors provided more feed- back on word choice, subject-verb agreement, and contents while the teacher gave more feedback on evidence; 2) tutors used more direct-coded and indirect type of feedback than the teacher; and 3) tutors used more hedges than the teacher. The analysis of interviews reveals that these differences relate to their perceptions on their unique roles as tutors. This study implies that tutor feedback can successfully complement teacher feedback.
Abstract
This study aims to investigate written feedback given by writing tutors and their perceptions on feedback-giving experiences. So far, most studies on writing tutors have been concentrated on the analysis of their interactions with the tutees, in particular, their oral feedback, not their written one. However, their written feedback is worthwhile studying to see whether a tutor’s written feedback contains characteristics that are distinguishable from that of teachers. For this purpose, in this study, 11 tutors’ feedback was compared with a teacher’s in error type, feedback type, and use of mitigation strategies. Also, in- depth interviews were conducted on the tutors to see how they prepared for and think of tutor feedback. This analysis of written feedback reveals that 1) tutors provided more feed- back on word choice, subject-verb agreement, and contents while the teacher gave more feedback on evidence; 2) tutors used more direct-coded and indirect type of feedback than the teacher; and 3) tutors used more hedges than the teacher. The analysis of interviews reveals that these differences relate to their perceptions on their unique roles as tutors. This study implies that tutor feedback can successfully complement teacher feedback.
참고문헌 (21)
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