An analysis of feedback given by a teacher on primary school students' writing: A case study based on the Singapore context

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Type
Thesis
Author
Wang, Zhiqi
Supervisor
Kiren Kaur Ratan Singh
Abstract
The study aimed to gain an in-depth understanding of the types of feedback given by a teacher for Primary 5 in English Language composition writing as well as the influences on the feedback process based on the feedback provided on students’ writings. The study attempts to fill gaps in research by specifically examining the nature of feedback provided and the teacher’s perceptions of feedback. The study used a case study design with artefact analysis and a semi-structured interview as the data collection tools in answer to the research questions of the study. Hattie and Timperley’s (2007) model was used as the conceptual framework to determine what feedback was given to students and what influences a teacher’s feedback practices. The study found that task feedback was used most frequently, followed by self-regulated feedback, process feedback and self-feedback. The study found that the teacher’s feedback practices were influenced by a variety of factors including the teacher’s beliefs and knowledge, student ability and the context. In summary, this study is deemed to be significant because it provides a deeper understanding of the feedback a teacher gives as well as influences on the teacher’s feedback practices, contributing to existing research in this area. It is anticipated that the research findings will have implications on feedback practices related to writing in teaching and learning contexts involving primary schools.
Date Issued
2024
Publisher
National Institute of Education, Nanyang Technological University (NIE NTU), Singapore