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Journal : Journal of Foreign Language Teaching and Learning

CULTURAL INFLUENCES ON STUDENTS’ PERCEPTIONS OF WRITTEN FEEDBACK IN L2 WRITING Fithriani, Rahmah
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3124

Abstract

One of significant topics to discuss in studies about feedback in L2 writing is the influence of students? culturally constructed view of the feedback process. Research has shown that the cultures of hierarchical relationship and face-saving strategy have significant influence on students? perceptions of feedback process in L2 writing, particularly in Asian societies. Aiming to investigate whether these findings resonate in Indonesian EFL context, this study collected data through writing drafts, reflective journals, question­naires and interviews with seven students who took an after-class writing course. Findings suggested that students valued teacher feedback more than peer feedback, however they were not concerned about practicing face-saving strategies to maintain group harmony and cohesion.
Cultural Influences on Students’ Perceptions of Written Feedback in L2 Writing Rahmah Fithriani
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3124

Abstract

One of significant topics to discuss in studies about feedback in L2 writing is the influence of students’ culturally constructed view of the feedback process. Research has shown that the cultures of hierarchical relationship and face-saving strategy have significant influence on students’ perceptions of feedback process in L2 writing, particularly in Asian societies. Aiming to investigate whether these findings resonate in Indonesian EFL context, this study collected data through writing drafts, reflective journals, question­naires and interviews with seven students who took an after-class writing course. Findings suggested that students valued teacher feedback more than peer feedback, however they were not concerned about practicing face-saving strategies to maintain group harmony and cohesion.
Co-Authors Abdillah, Muhammad Ghozali Adawiyah, Rabiatun Ahmad Amin Dalimunthe Ahmad Husein Nst Ainun Pratiwi Alleyza Rahma Alshehari, Azzam Amirul Mukminin Anakampun, Rizky Ananda Andana, Yosi Athiyyah Inaayah Ayumi Pratiwy Tanjung Azizah Surayya Benni Ichsanda Rahman Hz Br. Perangin-angin, Alemina Chairuddin Chairuddin Deliana, Deliana Devika Adelita Dwi, Fadilla Stephanie Eddy Setia Eka Yuni Kurniati Erlina, Dian Ernawati, Tuti Fadli, Izhar Feni Maharani Fridiyanto, Fridiyanto Ginting, Rita Seroja Hafizah, Dinda Hafni, Astrida Harahap, Mukhni Rahma Wati Harahap, Nurul Apwani Hasibuan, Derliana Hasibuan, Roslina Hia, Nadia Virdhani Hilyati Fitria Harahap Hizbullah, Gilang Indah Purnamasari Irhamna, Vidia Irma Suryani Kamil, Dairabi Kasinyo Harto Khairatun Nisa Khairisya, Thahira Lenny Marzulina, Lenny Lubis, Jukni Ilman Maharani, Puspita Naurah Marpaung, Nisya Rahmaini Matondang, Saiful Anwar Moe, Sithu Mohd Ali, Fatin Aliya Mufida Syahnaz Nabila Widiastari Nabilla, Ega Viorenti Namira, Ade Nayla Ridha Nia, Nur Ade Erma Nikmah Fadillah Nasution Nilma Zola Novita Herawati Nur Halimah Lubis Nur Khofifah Harahap Nur Sellyta Putri Adinda Pratiwi PUTRI, TIARA Ramadhani, Ayu Sinta Rangkuti, Rahmadsyah Rizki Azima Sadat, M. Anwar Salmiah, Maryati Sapri Sapri Sapri, Sapri Septiana Seroja br Ginting, Rita Sinar, T. Silvana Siregar, Mega Agnesya Siwi, Purwanto Supriadi Susi Handayani Syafira, Syafira Syaniah, Azmi Ellah Syla Fadila Batubara T. Thyrhaya Zein Tambunan, Khairunnisa Umar Mono Vidia Irhamna Yunisa Khairani, Rizki Putri Yusriani, Yusriani Zahra, Mutia Zanna Nurpiana