Contextual influences on student perceptions of teacher written feedback: the case of a legal research and writing (LRW) course in Hong Kong
Smyth, Philip (2013) Contextual influences on student perceptions of teacher written feedback: the case of a legal research and writing (LRW) course in Hong Kong. MPhil thesis, University of Nottingham.
Research on teacher written feedback (TWF) in tertiary contexts has frequently sought to investigate whether feedback is useful in helping students improve their writing. Definitive answers to these investigations, however, remain elusive, making it difficult for teachers and instructors to conclude with any certainty that the written feedback they provide on student writing is having a positive effect. Part of the problem is that much research has investigated feedback too narrowly, focusing only on the feedback itself and ignoring the pivotal role of the learning environment and the students’ perceptions of it in adopting the feedback.
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