First-year Students’ Perceptions about Feedback Provision and their Performances of Writing: A Study on Ethiopian Defense University
DOI:
https://doi.org/10.69475/Abstract
The main objective of this study was to investigate first-year students’ perceptions about feedback provision and their performances of writing at Ethiopian Defense University. For the study, the researcher used an explanatory sequential mixed method design. The data were collected form first-year students and English language instructors. The responders were selected from the university’s Engineering and Resource Management colleges. As a consequence, 108 students completed a questionnaire to find out their perceptions about feedback provisions in writing, and the same number of students took a paragraph writing test to identify the level of their writing performances. Eight students and six English language instructors participated in semi-structured interviews. The findings demonstrated that although the students had positive perception on feedback provision, their writing performance was below average. Furthermore, the correlation analysis's findings demonstrated a negative relationship between the students' perceptions about feedback provision and their writing performances, however, this relationship was not statistically significant. Finally, bridging English language trainings should be given, English courses and modules should be updated, raising awareness of the detrimental effects of traumatic past experiences on writing, offering additional writing resources that consider the requirements of military students in particular were suggested.
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