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Student perceptions of hidden messages in teacher written feedback

https://doi.org/10.1016/j.stueduc.2013.06.003
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1016/j.jslw.2007.10.001openalex-snapshot
Understanding teachers’ written feedback practices in Hong Kong secondary classrooms
inferredcites →https://doi.org/10.1016/j.jslw.2007.11.004openalex-snapshot
Evidence in support of written corrective feedback
inferredcites →https://doi.org/10.1016/j.jslw.2008.05.003openalex-snapshot
Error correction, revision, and learning
inferredcites →https://doi.org/10.1016/s1060-3743(01)00038-8openalex-snapshot
Sugaring the pill
inferredcites →https://doi.org/10.1017/cbo9781139524742.007openalex-snapshot
Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction
inferredcites →https://doi.org/10.1017/cbo9781139524742.013openalex-snapshot
Interpersonal aspects of response: Constructing and interpreting teacher written feedback
inferredcites →https://doi.org/10.1023/a:1023967026413openalex-snapshot
Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice
inferredcites →https://doi.org/10.1075/lllt.31openalex-snapshot
Learning-to-Write and Writing-to-Learn in an Additional Language
inferredcites →https://doi.org/10.1080/02602930500353061openalex-snapshot
Do students value feedback? Student perceptions of tutors’ written responses
inferredcites →https://doi.org/10.1080/02602930801895752openalex-snapshot
An investigation into written comments on assignments: do students find them usable?
inferredcites →https://doi.org/10.1080/02602930903201651openalex-snapshot
Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback
inferredcites →https://doi.org/10.1080/02602930903541007openalex-snapshot
Feedback : all that effort, but what is the effect?
inferredcites →https://doi.org/10.1080/03075070600572132openalex-snapshot
Differing perceptions in the feedback process
inferredcites →https://doi.org/10.1080/13562510120045230openalex-snapshot
Getting the Message Across: The problem of communicating assessment feedback
inferredcites →https://doi.org/10.1080/15434300701348359openalex-snapshot
Views From the Chalkface: English Language School-Based Assessment in Hong Kong
inferredcites →https://doi.org/10.1111/0026-7902.00107openalex-snapshot
Cultural Differences in Student and Teacher Perceptions Concerning the Role of Grammar Instruction and Corrective Feedback: USA‐Colombia
inferredcites →https://doi.org/10.1111/j.1467-1770.1996.tb01238.xopenalex-snapshot
The Case Against Grammar Correction in L2 Writing Classes
inferredcites →https://doi.org/10.1177/1469787409355872openalex-snapshot
Complexity, cues and relationships: Student perceptions of feedback
inferredcites →https://doi.org/10.2307/2089106openalex-snapshot
The Presentation of Self in Everyday Life.
inferredcites →https://doi.org/10.2307/258197openalex-snapshot
A Social Psychologist Discovers Chicago Sociology
inferredcites →https://doi.org/10.2307/358190openalex-snapshot
How Writing Shapes Thinking: A Study of Teaching and Learning
inferredcites →https://doi.org/10.2307/3588525openalex-snapshot
Contextual Influences on Instructional Practices: A Chinese Case for an Ecological Approach to ELT
inferredcites →https://doi.org/10.3102/003465430298487openalex-snapshot
The Power of Feedback
inferredcites →https://doi.org/10.3108/beej.13.2openalex-snapshot
Perceptions of Feedback One Year On: A Comparative Study of the Views of First and Second Year Biological Sciences Students
inferredcites →https://doi.org/10.6018/ijes/2010/2/119251openalex-snapshot
Future directions in feedback on second language writing: Overview and research agenda

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.2139/ssrn.4477612openalex-extracted
An Examination of the Relationship between Teacher-Written Feedback and Improved Student Writing Proficiency: A Correlational Study
inferred← citeshttps://doi.org/10.1007/978-3-030-55845-1_1openalex-snapshot
Higher Education, Academic Writing Assessment and Formative Feedback
inferred← citeshttps://doi.org/10.1007/978-3-030-55845-1_5openalex-snapshot
Teacher Mediation, Learner Reciprocity and Academic Writing Development
inferred← citeshttps://doi.org/10.1007/978-3-030-92762-2_13openalex-snapshot
Diagnostic Assessment of Written Accuracy: New Directions for Written Corrective Feedback in Secondary Writing Classrooms
inferred← citeshttps://doi.org/10.1007/978-3-032-21873-5_11openalex-snapshot
Integrating CLIL into Health Science Education: The Turkish Higher Education Experience
inferred← citeshttps://doi.org/10.1007/978-981-13-6106-7_52-1openalex-snapshot
Written Feedback in Health Sciences Education: “What You Write May Be Perceived as Banal”
inferred← citeshttps://doi.org/10.1007/978-981-15-3344-0_52openalex-snapshot
Written Feedback in Health Sciences Education: “What You Write May Be Perceived as Banal”
inferred← citeshttps://doi.org/10.1007/978-981-16-7826-4_12openalex-snapshot
ESL Writing Courses: Perspectives of Pakistani Graduates at a University in the United States
inferred← citeshttps://doi.org/10.1007/s10212-023-00692-7openalex-snapshot
The role of perspective-taking in mediating the relationship between teacher feedback and reading achievement
inferred← citeshttps://doi.org/10.1016/j.amper.2024.100211openalex-snapshot
Why students fail to revise? Analysis of written metalinguistic feedback and cognitive effort on revision success
inferred← citeshttps://doi.org/10.1016/j.asw.2022.100664openalex-snapshot
Examining evaluative language used in assessment feedback on business students’ academic writing
inferred← citeshttps://doi.org/10.1016/j.asw.2024.100841openalex-snapshot
Engagement with supervisory feedback on master’s theses: Do supervisors and students see eye to eye?
inferred← citeshttps://doi.org/10.1016/j.heliyon.2024.e31694openalex-snapshot
Student perspectives on preferences and reported instructor practices of written feedback in the Moroccan EFL university context
inferred← citeshttps://doi.org/10.1016/j.jeap.2016.10.004openalex-snapshot
What do subject experts teach about writing research articles? An exploratory study
inferred← citeshttps://doi.org/10.1016/j.jeap.2022.101211openalex-snapshot
Chinese international students’ identity (re)construction mediated by teacher feedback: Through the lens of academic discourse socialisation
inferred← citeshttps://doi.org/10.1016/j.jeap.2025.101553openalex-snapshot
Evaluating the effect of teacher written feedback on developing Chinese L2 graduate students’ paraphrasing performance
inferred← citeshttps://doi.org/10.1016/j.jslw.2013.03.003openalex-snapshot
Faculty feedback: Perceptions and practices in L2 disciplinary writing
inferred← citeshttps://doi.org/10.1016/j.jslw.2019.100671openalex-snapshot
Effects of teacher-scaffolded and self-scaffolded corrective feedback compared to direct corrective feedback on grammatical accuracy in English L2 writing
inferred← citeshttps://doi.org/10.1016/j.jslw.2021.100850openalex-snapshot
What works may hurt: The negative side of feedback in second language writing
inferred← citeshttps://doi.org/10.1016/j.ssaho.2023.100429openalex-snapshot
Perspectives of the degree project: Small-scale action research in Swedish higher education
inferred← citeshttps://doi.org/10.1016/j.ssaho.2026.102521openalex-snapshot
The interplay of teacher cognition and student voice in feedback practices: A case study from Thai higher education
inferred← citeshttps://doi.org/10.1016/j.stueduc.2018.07.002openalex-snapshot
Teachers’ written feedback comments on narrative texts in Elementary and Secondary Education
inferred← citeshttps://doi.org/10.1016/j.stueduc.2019.100814openalex-snapshot
Reflection through assessment: A systematic narrative review of teacher feedback and student self-perception
inferred← citeshttps://doi.org/10.1016/j.system.2016.05.002openalex-snapshot
Methods and methodologies in second language writing research
inferred← citeshttps://doi.org/10.1017/iop.2020.78openalex-snapshot
I-O psychology for everyone: Use of culturally responsive teaching to increase diversity and inclusion in undergraduate classrooms
inferred← citeshttps://doi.org/10.1057/978-1-137-60092-9_9openalex-snapshot
Students’ Perceptions and Practices in L2 Disciplinary Writing at an English Medium University in Mainland China
inferred← citeshttps://doi.org/10.1075/aral.20029.liuopenalex-snapshot
Second language learners’ engagement with written feedback
inferred← citeshttps://doi.org/10.1075/scl.93openalex-snapshot
Learning the language of Dentistry
inferred← citeshttps://doi.org/10.1075/scl.93.ackopenalex-snapshot
Acknowledgements
inferred← citeshttps://doi.org/10.1075/scl.93.appopenalex-snapshot
Language Features in EFA Model (Chapter 2)
inferred← citeshttps://doi.org/10.1075/scl.93.c1openalex-snapshot
Getting to the ‘root’ of the problem
inferred← citeshttps://doi.org/10.1075/scl.93.c2openalex-snapshot
‘Extracting’ the linguistic dimensions of dentistry experimental research articles
inferred← citeshttps://doi.org/10.1075/scl.93.c3openalex-snapshot
Persuasive stories?
inferred← citeshttps://doi.org/10.1075/scl.93.c4openalex-snapshot
Understanding disciplinary vs. non-disciplinary terminology
inferred← citeshttps://doi.org/10.1075/scl.93.c5openalex-snapshot
Data-driven dentistry
inferred← citeshttps://doi.org/10.1075/scl.93.c6openalex-snapshot
Putting it into (dental) practice
inferred← citeshttps://doi.org/10.1075/scl.93.c7openalex-snapshot
Reflections on practice, and future directions
inferred← citeshttps://doi.org/10.1075/scl.93.foropenalex-snapshot
Foreword
inferred← citeshttps://doi.org/10.1075/scl.93.forewordopenalex-snapshot
Foreword
inferred← citeshttps://doi.org/10.1075/scl.93.indopenalex-snapshot
Index
inferred← citeshttps://doi.org/10.1075/scl.93.prelimopenalex-snapshot
Prelim pages
inferred← citeshttps://doi.org/10.1075/scl.93.r2openalex-snapshot
References
inferred← citeshttps://doi.org/10.1075/scl.93.tocopenalex-snapshot
Table of contents
inferred← citeshttps://doi.org/10.1080/02602938.2017.1317712openalex-snapshot
Interplay among technical, socio-emotional and personal factors in written feedback research
inferred← citeshttps://doi.org/10.1080/02602938.2018.1434481openalex-snapshot
Feedback as an assessment for learning tool: How useful can it be?
inferred← citeshttps://doi.org/10.1080/02602938.2020.1780562openalex-snapshot
Supervisory feedback across disciplines: does it meet students’ expectations?
inferred← citeshttps://doi.org/10.1080/02602938.2021.1908957openalex-snapshot
Student feedback literacy in L2 disciplinary writing: insights from international graduate students at a UK university
inferred← citeshttps://doi.org/10.1080/02602938.2024.2373799openalex-snapshot
What’s the use of being nice? Characteristics of feedback comments that students intend to use in improving their work
inferred← citeshttps://doi.org/10.1080/02602938.2025.2586836openalex-snapshot
Fairly useful feedback: characteristics of feedback comments perceived as fair by students
inferred← citeshttps://doi.org/10.1080/09588221.2019.1661853openalex-snapshot
The impacts of scaffolding e-assessment English learning: a cognitive style perspective
inferred← citeshttps://doi.org/10.1080/0969594x.2019.1688764openalex-snapshot
Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation
inferred← citeshttps://doi.org/10.1080/0969594x.2020.1729697openalex-snapshot
Marking classwork in primary science: written feedback practices in state schools in Buenos Aires, Argentina
inferred← citeshttps://doi.org/10.1080/17501229.2026.2687097openalex-snapshot
‘From resistance to expressive drive’: how a domain-specific LLM enhances L2 writing outcomes through guided feedback
inferred← citeshttps://doi.org/10.1080/2331186x.2021.2024937openalex-snapshot
A typology of the characteristics of teachers’ written feedback comments on second language writing
inferred← citeshttps://doi.org/10.1093/elt/ccab033openalex-snapshot
Second Language WritingFeedback in Second Language Writing: Contexts and Issues
inferred← citeshttps://doi.org/10.1093/elt/ccw047openalex-snapshot
Investigating teacher perceptions of feedback
inferred← citeshttps://doi.org/10.1093/oxfordhb/9780199841332.013.27openalex-snapshot
Formative Assessment and Assessment for Learning
inferred← citeshttps://doi.org/10.1108/gkmc-09-2024-0593openalex-snapshot
Impact of research supervisors’ support on novice researchers’ competency: proposing an online information literacy module for research support
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Breaking The Last Bottleneck For Online Teaching
inferred← citeshttps://doi.org/10.1109/icalt.2014.101openalex-snapshot
Individual Differences and Joyful Assessment-Based Learning
inferred← citeshttps://doi.org/10.1111/bjet.12881openalex-snapshot
Students’ perceptions of the value of electronic feedback—Does disciplinary background really matter?
inferred← citeshttps://doi.org/10.1111/ejed.70164openalex-snapshot
Understanding the Hidden Curriculum in Second Language Writing Classrooms: Learning Beyond Writing
inferred← citeshttps://doi.org/10.1111/ijal.12754openalex-snapshot
Understanding Student Preparedness to Handle L2 Writing Curriculum Transitions: A Hidden Curriculum Perspective
inferred← citeshttps://doi.org/10.1111/medu.12637openalex-snapshot
Reading between the lines: faculty interpretations of narrative evaluation comments
inferred← citeshttps://doi.org/10.1145/3678726.3678767openalex-snapshot
Learner Use of AI-Generated Feedback for Written Corrective Feedback in L2 Writing: Usefulness,User Proficiency and Attitude
inferred← citeshttps://doi.org/10.1177/2158244020934886openalex-snapshot
Written Corrective Feedback Strategies Employed by University English Lecturers: A Teacher Cognition Perspective
inferred← citeshttps://doi.org/10.1177/21582440261488328openalex-snapshot
Examination With Path Analysis of the Effect of Demographic Characteristics and Artificial Intelligence Literacy on the Academic Writing Self-Efficacy of Pre-service Teachers
inferred← citeshttps://doi.org/10.12677/ae.2024.14101982openalex-snapshot
Application of Focused Written Corrective Feedback in College English Writing Classrooms: A Practical Exploration Based on Diagnostic Assessment
inferred← citeshttps://doi.org/10.12937/ejsise.19.38openalex-snapshot
The Psychological Effects of Feedback on Students: Experimental Research Using a Psychophysiological Approach
inferred← citeshttps://doi.org/10.12973/ejmse.7.2.151openalex-snapshot
Ghanaian Mathematics Teachers’ Planning and Implementation of AfL Practices: A Mixed Method Approach
inferred← citeshttps://doi.org/10.14393/dl40-v14n1a2020-6openalex-snapshot
Práticas de feedback em um curso de formação de professores de língua inglesa a distância
inferred← citeshttps://doi.org/10.14434/josotl.v22i1.31232openalex-snapshot
Feedback as Open-Ended Conversation: Inviting Students to Co-Regulate and Metacognitively Reflect During Assessment
inferred← citeshttps://doi.org/10.14705/rpnet.2015.000289openalex-snapshot
Feedback on individual academic presentations: exploring Finnish university students’ experiences and preferences
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EFL/ESL Teachers’ and Students’ Perceptions and Practices of Written Feedback in a Higher Education Context
inferred← citeshttps://doi.org/10.1556/063.2022.00164openalex-snapshot
Key capabilities for promoting student feedback literacy
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Análisis comparativo de las estrategias de retroalimentación de docentes y de ChatGPT en la enseñanza de la escritura en español como lengua extranjera
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Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback
inferred← citeshttps://doi.org/10.17507/jltr.0901.10openalex-snapshot
Researching Innovations in English Language Writing Instruction: A State-of-the-art Review
inferred← citeshttps://doi.org/10.17635/lancaster/thesis/761openalex-snapshot
Second language academic literacy socialisation through individual networks of practice
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Intra, inter, and extra
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Nordic Studies in Education
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English for Specific Purposes: What Is It and Where Is It Taking Us?
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COOPERATIVE LEARNING, ACADEMIC, AND SOCIAL GAIN: A STUDY OF MEDIATING ROLE OF TEACHER’S FEEDBACK
inferred← citeshttps://doi.org/10.21559/aellk.2018.44.4.002openalex-snapshot
Understanding students’ affective responses and their influence of written feedback
inferred← citeshttps://doi.org/10.21608/opde.2019.133832openalex-snapshot
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TEACHING ASSESSMENT TO DEVELOP ESP STUDENTS’ SPEAKING SKILLS
inferred← citeshttps://doi.org/10.22190/jtesap1801151lopenalex-snapshot
FROM BOTH SIDES OF THE CLASSROOM: PERSPECTIVES ON TEACHER FEEDBACK ON ACADEMIC WRITING AND FEEDBACK PRACTICE
inferred← citeshttps://doi.org/10.22373/ej.v11i2.20393openalex-snapshot
Employing multimodal dialogic feedback on EFL tertiary students’ writing: Formative assessment framework
inferred← citeshttps://doi.org/10.24815/siele.v11i1.28928openalex-snapshot
Academic writing apprehension in higher education: A systematic review
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Vuxna nybörjarstuderandes uppfattningar om skriftlig lärarrespons på skrivande i svenska som andraspråk
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FEEDBACK: UNVEILING ITS IMPACT AND ENHANCING ITS EFFECTIVENESS IN EDUCATION
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.735101openalex-snapshot
ESL/EFL Learners' Responses to Teacher Written Feedback: Reviewing a Recent Decade of Empirical Studies
inferred← citeshttps://doi.org/10.37134/ajelp.vol7.1.2.2019openalex-snapshot
Written Corrective Feedback on the Use of Conjunctions among Malaysian ESL Learners
inferred← citeshttps://doi.org/10.4018/978-1-7998-8032-5.ch009openalex-snapshot
Engaging and Authentic Education Practices
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Türkçe Öğretmenlerinin Sınıf İçi Ölçme ve Değerlendirme Uygulamalarının İncelenmesi
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Quality of Narratives in Assessment: Piloting a List of Evidence-Based Quality Indicators
inferred← citeshttps://doi.org/10.53761/1.16.4.6openalex-snapshot
How recorded audio-visual feedback can improve academic language support
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A Phenomenological Inquiry into the Lived Experiences of Students in Navigating Research Writing
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Feedback in Masters Courses and the Development of International Students’ Academic Literacy
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