|Teaching and Learning Forum 2002 [ Proceedings Contents ]|
It is believed that lecturers' feedback on students' assignments can help students in their learning process. Nevertheless, there seems to be a tendency that students ignore the feedback that, in turn, results in the repetition of mistakes which occurred in their previous assignments. This paper aims to find out the reasons behind students' lack of response to lecturers' feedback.
The study was conducted with lecturers and students of English Department, Foundation Studies Program at Curtin University of Technology, Sarawak Campus, Malaysia. Questionnaires were distributed to lecturers to list the kinds of feedback they gave to students and its effect on students' next assignments. A different type of questionnaire was distributed to students to identify the importance of feedback to them and what types of feedback that they think beneficial to improve their learning process. Furthermore, individual interviews on the topic were also conducted with some of the lecturers and students to further discuss the data.
The result of the survey indicated that the students' perception and goals of learning were the main reasons why they paid so little attention to the feedback. Having identified the problems, this paper offers a few practical suggestions that can benefit both the lecturers and students regarding the problems.
|Authors: Oktavia Nurtjahja, Lecturer, Foundation Studies Program/English, Curtin University of Technology, Sarawak Campus. firstname.lastname@example.org
Agustina Lahur, Lecturer, Foundation Studies Program/English, Curtin University of Technology, Sarawak Campus.
Presentation format: Roundtable
Please cite as: Nurtjahja, O. and Lahur, A. (2002). Students' responses to lecturers' feedback: Problems and suggestions. In Focusing on the Student. Proceedings of the 11th Annual Teaching Learning Forum, 5-6 February 2002. Perth: Edith Cowan University. http://lsn.curtin.edu.au/tlf/tlf2002/abstracts/nurtjahja-abs.html