The Effectiveness of writing feedback
Sutanto, 2015 THESIS WRITING SUPERVISION: A CONTRIBUTION OF FEEDBACK TO THE DEVELOPMENT OF
STUDENTS ’ THESIS WRITING
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found that that there is little difference in the type of feedback provided by supervisors in the different disciplines. Vollmeyer Rheiberg 2005 concerning
the effect of feedback on learning, they found that learners expecting feedback used better strategies right from the start. Ellis et al. 2008 compared the effects
of focused and unfocused feedback the use of English articles and reported that the corrective feedback was equally effective for the focused and unfocused
groups. The importance of tutors is discussed by Mills and Matthews 2009 who examined tutor feedback found that students engaged more with the tutorial
system and gained more from the experience. Ellis Calvo 2004 regarding learning through discussions,
they found that ―students who have a deep understanding of how the discussions are related to their learning outcomes tend
to approach the discussions in more meaningful ways‖. Feedback peer is pointed out b
y Hyland Hyland 2006:6 ―peer review can be seen as formative developmental process that gives writers the opportunities to discuss their texts
and discover others‘ interpretation of them‖ In addition, a successful peer feedback context involved inviting students to exchange their drafts with a
partner, write comments on the draft and then give oral feedback to each other Peterson, 2003.
All sources of feedback are expected to provide more feedback on a student‘s learning and less on matters that sources judge as important Boud
Falchikov, 2006, p. 402.