ERIC Number: EJ1423727
Record Type: Journal
Publication Date: 2024
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1470-3297
EISSN: EISSN-1470-3300
Rather to Receive Praise than Criticism? Understanding Students' Perceptions of Feedback Valences in Academic Writing
Wei Su; Axian Huang
Innovations in Education and Teaching International, v61 n3 p416-425 2024
Praise and criticism have long been reported as central feedback designs in academic writing, yet their relative influences on students' reception have not been fully investigated. This study employed six feedback statements (2 valences * 3 writing areas) and collected students' (N = 56) ratings of each statement's perceived comprehension and usefulness. The results showed that while both feedback valences were well understood, praise was rated significantly higher than criticism in usefulness, especially for the abstract dimension of reasoning. The students also claimed that praise not only boosted motivation but also facilitated efforts to internalise and transfer the feedback knowledge. Suggestions were formulated to harness such emotional and cognitive advantages of praise in feedback design and academic writing pedagogy.
Descriptors: Student Attitudes, Feedback (Response), Writing (Composition), Positive Reinforcement, Criticism, Comprehension, Student Motivation, Foreign Countries, Graduate Students
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A