Feedback’s Efficiency: To what extent does the teacher-student relationship affect ESL student’s writing using conference feedback

Jeremy Ivan Thambirajah, Noreen Noordin


Teachers’ understandings of feedback probably influence the type and quality of feedback that they provide and also enhances teacher-student relationship in the classroom setting. A qualitative study design was adopted, whereby six undergraduates participated in focus group interviews. Participants were first asked to write an argumentative essay. They then submitted the draft for the teacher’s feedback. After two days of correcting the papers, conference feedback was provided by the teacher. The focus group interview was audio-taped and transcribed, as well as written performance scores from students’ writing samples, and audio-taped teacher-student writing conferences.

Teachers’ understandings of feedback were strongly focused on enhancing relationship with the student instead of improving learning. Similar factors are expected in other contexts, though agreement rates should reflect local policy priorities and cultural values. Emerging themes provided insights into value of conference feedback in academic writing.

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