EFL supervisors’ written feedback focus and language functions: a mixed methods study

Abstract The objectives of this study were to examine the EFL supervisors’ written feedback focus, and language functions at selected public universities in Ethiopia. To address the objectives of the study, qualitative and quantitative approaches with concurrent mixed methods design was adopted. 55...

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Autores principales:	Abate Demissie Gedamu, Tesfaye Habtemariam Gezahegn
Formato:	article
Lenguaje:	EN
Publicado:	SpringerOpen 2021
Materias:	Effective feedback Written feedback Feedback focus Feedback functions Special aspects of education LC8-6691 Language acquisition P118-118.7
Acceso en línea:	https://doaj.org/article/30355cd127dd4889a9634948800f3a59
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spelling	oai:doaj.org-article:30355cd127dd4889a9634948800f3a592021-12-05T12:08:05ZEFL supervisors’ written feedback focus and language functions: a mixed methods study10.1186/s40862-021-00125-22363-5169https://doaj.org/article/30355cd127dd4889a9634948800f3a592021-12-01T00:00:00Zhttps://doi.org/10.1186/s40862-021-00125-2https://doaj.org/toc/2363-5169Abstract The objectives of this study were to examine the EFL supervisors’ written feedback focus, and language functions at selected public universities in Ethiopia. To address the objectives of the study, qualitative and quantitative approaches with concurrent mixed methods design was adopted. 55 supervisees were randomly selected out of 205 for the questionnaire survey. Besides, four supervisors were selected for interviews. Moreover, feedback comments on five theses drafts were utilized as data sources. To decide the language functions and feedback foci, frequency counts and percentages were used. Nonetheless, content analysis was used to analyze the interview data. The results showed that thesis supervisors used the directive feedback language function most prevailingly over the expressive function. Besides, the result indicated there was no balance of praise, criticism, and suggestions in the provision of feedback comments. The supervisors largely focused on content knowledge, followed by genre knowledge, and then linguistic accuracy and appropriateness (forms), respectively. Based on the results, supervisors were recommended to write their feedback comments in helpful and constructive ways based on the needs and preferences of their supervisees for the development of writing skills.Abate Demissie GedamuTesfaye Habtemariam GezahegnSpringerOpenarticleEffective feedbackWritten feedbackFeedback focusFeedback functionsSpecial aspects of educationLC8-6691Language acquisitionP118-118.7ENAsian-Pacific Journal of Second and Foreign Language Education, Vol 6, Iss 1, Pp 1-18 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Effective feedback Written feedback Feedback focus Feedback functions Special aspects of education LC8-6691 Language acquisition P118-118.7
spellingShingle	Effective feedback Written feedback Feedback focus Feedback functions Special aspects of education LC8-6691 Language acquisition P118-118.7 Abate Demissie Gedamu Tesfaye Habtemariam Gezahegn EFL supervisors’ written feedback focus and language functions: a mixed methods study
description	Abstract The objectives of this study were to examine the EFL supervisors’ written feedback focus, and language functions at selected public universities in Ethiopia. To address the objectives of the study, qualitative and quantitative approaches with concurrent mixed methods design was adopted. 55 supervisees were randomly selected out of 205 for the questionnaire survey. Besides, four supervisors were selected for interviews. Moreover, feedback comments on five theses drafts were utilized as data sources. To decide the language functions and feedback foci, frequency counts and percentages were used. Nonetheless, content analysis was used to analyze the interview data. The results showed that thesis supervisors used the directive feedback language function most prevailingly over the expressive function. Besides, the result indicated there was no balance of praise, criticism, and suggestions in the provision of feedback comments. The supervisors largely focused on content knowledge, followed by genre knowledge, and then linguistic accuracy and appropriateness (forms), respectively. Based on the results, supervisors were recommended to write their feedback comments in helpful and constructive ways based on the needs and preferences of their supervisees for the development of writing skills.
format	article
author	Abate Demissie Gedamu Tesfaye Habtemariam Gezahegn
author_facet	Abate Demissie Gedamu Tesfaye Habtemariam Gezahegn
author_sort	Abate Demissie Gedamu
title	EFL supervisors’ written feedback focus and language functions: a mixed methods study
title_short	EFL supervisors’ written feedback focus and language functions: a mixed methods study
title_full	EFL supervisors’ written feedback focus and language functions: a mixed methods study
title_fullStr	EFL supervisors’ written feedback focus and language functions: a mixed methods study
title_full_unstemmed	EFL supervisors’ written feedback focus and language functions: a mixed methods study
title_sort	efl supervisors’ written feedback focus and language functions: a mixed methods study
publisher	SpringerOpen
publishDate	2021
url	https://doaj.org/article/30355cd127dd4889a9634948800f3a59
work_keys_str_mv	AT abatedemissiegedamu eflsupervisorswrittenfeedbackfocusandlanguagefunctionsamixedmethodsstudy AT tesfayehabtemariamgezahegn eflsupervisorswrittenfeedbackfocusandlanguagefunctionsamixedmethodsstudy
_version_	1718372181949284352

EFL supervisors’ written feedback focus and language functions: a mixed methods study

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