Open Access
Subscription Access
Open Access
Subscription Access
Assessing Students' Perception of the Importance and Relevance of Feedback in Written Communication by the Written Analysis of Communication (WAC) Reader
Subscribe/Renew Journal
It has been observed that constructive feedback for learning can transform a student's learning outcome. Providing feedback means giving students an explanation of what they are doing correctly and incorrectly . Hence, the concept of hiring the services of the teaching assistance / Written Analysis of Communication (WAC) reader is tried to assist the teachers in conducting their classes effectively besides helping them in providing timely and constructive feedback. This study aims at finding out from the student's perspective the role and effectiveness of the WAC reader who was engaged to provide feedback to MBA students on their writing skills and problem solving skills. It is evident from the interpretation of these results that the majority of students found the academic intervention of WAC reader beneficial to them. They believe that the timely and appropriate feedback as provided by the WAC reader helped them how to create carefully planned and confidently delivered reports, proposals and other forms of business communication.
Keywords
Feedback, Written Communication, Analytical Skills, WAC Reader, Problem Solving Skills, Reports And Proposals.
User
Subscription
Login to verify subscription
Font Size
Information
- Bashir , Md M., Kabir, R., & Rahman,I. (2016). The value and effectiveness of feedback in improving students'learning and professionalizing teaching in higher education. Journal of Education and Practice, 7(16), 38-41.
- Bailey , R., & Garner , M. (2010). Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices. Teaching in Higher Education, 15(2), 187-198, DOI: 10.1080/13562511003620019.
- Brunton, A. (2009). Designing research into the effects of grammar correction in L2 writing: Not so straightforward. Journal of Second Language Writing, 18,136-140.
- Byrne, D. (1988). Teaching writing skills.London: Longman Press
- Burn, M.(2016). Distance education for teacher training: Modes, models and methods. London: EDC Publisher .
- Dewey , J. (1938/1997). Experience and education.New York, NY : Simon & Schuster
- Dinham, Stephen. (2007). Authoritative Leadership, Action Learning And Student Accomplishment", retrieved on 10th Feb 2019 https://research.acer.edu.au/research_conference_2007/3
- Dinham,S., & Rowe, K.( 2007). T eaching and learning in middle schooling: A review of the literature. A report submitted to Australian Council for Educational Research-Ministry of Education, New Zealand.
- Ferries, D. (1995). Student reactions to teacher response multiple draft composition classrooms. TESOL Quarterly , 29 (1).
- Grab, W ., & Kaplan, R.(1996). Theory and practice of writing.London: Addison Wesley Longman.
- Halcomb, E., & Peters, K. (2009). Nursing student feedback on undergraduate research education: Implications for teaching and learning. Contemporary Nurse, 33 (1), 59-68, DOI: 10.5172/conu.33.1.59.
- Hattie, J., & Timperly , H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
- Keengwe, J., & Onchwari, G.(2009).T echnology and student Learning: Towards a learner-centered teaching model. AACE Journal, 17(1), 11-22.
- Lipp, E., & Davis-Ockey , D. (1997). Praise-question-encourage: Guidelines for writing teacher-comments between essay drafts. Forum, 35(1), 1-38.
- Mazur , J.E. (2015). Learning and behaviour , VII Edition, Psychology Press.
- Nicol, D. J., & D. Macfarlane-Dick. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, (2), 199–218.
- Norrish, J. (1983). Language learners and their errors.London: Mac Millan.
- Nunan, D. (1989). Designing communicative tasks and activities.Oxford: Oxford University Press.
- Reynolds, L. (2015). T wenty W ays to Provide Effective Feedback for Learning. Retreived on 9th April 2019, https://www.coursehero.com/file/p3c5c9i/When-feedback-is-given-immediately-after-showing-proof-of-learning-the-student/
- Rhodes, T .L. ( 2010). Assessing outcomes and improving achievement: Tips and tools for using rubrics.Washington, DC: Association of American Colleges and Universities. Google Scholar .
- Saris, N.(2016). Effective feedback for deeper learning. Retrieved from https://www .activelylearn.com / post/effective-feedback-for-deeper-learning , accessed on April 18, 2019.
- Saito, H. (1994). T eachers' practices and students' preferences for feedback on second language writing: A case study of adult ESL learners. TESL Canada Journal, 11 (2), 46-70 . https://doi.org/10.18806/tesl.v11i2.633.
- Sparks,J.R., Song,Y ., Brantley ., & W .Liu,O.L. (2014). Assessing written communication in higher studies: Review and recommendation for next generation assessment. ETS Research Report Series.
- Yi, Jyi-yeon (2009). Defining writing ability for classroom writing assessment in high school. Pan-Pacific Association of Applied Linguistic,13(1).
- Zamel, V . (1985). Responding to student writing. TESOL Quarterly , 19,79-101.
Abstract Views: 377
PDF Views: 0