Stepping Back: A Reconsideration of Students’ Perspectives on Instructors’ Writing Feedback

Abstract

There is a need for more empirical studies to be conducted on writing feedback to assess its effectiveness in different contexts. Tsvetkova et al. (2021) stated there is a lack of literature that focused on assessing the effectiveness of writing skills taught to students in higher learning institutions. To address this need, researchers conducted survey research using likert scales. College students at a mid-sized, southern university were asked for their perceptions regarding student writing feedback from instructors. Participants were given feedback examples and asked the types they preferred. They were also asked which method was best (audio, visual, or a combination of both). Results suggested the participants preferred various types of writing feedback in a variety of delivery modalities (Ice et al., 2010). Frequently, participants mentioned the importance of clarity in the feedback they received.