Students' Perspective: Three Types of Reflective Written Feedback

Abstract

To enhance one’s writing ability, different types of feedback have been employed in language
writing classes. Some are more effective than others in specific learning atmospheres. This
paper reveals the attitudes of thirty-four English major sophomores toward three types of
reflective written feedback: self-, peer-, and teacher-reflective written feedback through a
five-point Likert type rating scale attitude questionnaire. According to the analysis of their
responses, the findings indicated that teacher-reflective written feedback was unquestionably
the best and most effective feedback source to help develop their writing performance, especially beyond the boundary of grammatical improvement. Self- and peer- reflective written feedback, nevertheless, were both perceived as other significant sources of useful feedback, particularly on grammatical aspects, whereas their limited language proficiency was raised as a rudimentary obstacle to overcome when carrying out these two tasks. Some profound and far-reaching pedagogical implications were taken into account based on the results of the study.