PASAA
Publication Date
2018-07-01
Abstract
This study examines doctorial students' needs and preferences for written feedback on thesis writing from supervisors. Several studies have explored students' preferences for written feedback to respond to students writing in the classroom. However, relatively little or no research has been previously reported about what aspects of written feedback (content, generic or linguistic) are preferred by PhD students to thesis writing in the Ethiopian context. A questionnaire was administered and collected from fifty one doctoral candidates who were currently pursuing their projects in four disciplines. Participants were purposefully selected to complete a questionnaire. Descriptive statistics was used to analyze the data. The findings of this study found that PhD students tend to prefer feedback on Content knowledge to feedback on Genre knowledge - and Linguistic accuracy and appropriateness. The study found a wide range of PhD students' perceived needs regarding specific categories of feedback, which they valued written feedback on content most, and this preference was consistent throughout all the four disciplines. The practical implications of these findings for higher education supervision, and future research directions are then presented.
DOI
10.58837/CHULA.PASAA.56.1.6
First Page
112
Last Page
144
Recommended Citation
Nurie, Yenus
(2018)
"Doctoral Students' Perceived Needs and Preferences for Supervisors' Written Feedback,"
PASAA: Vol. 56:
Iss.
1, Article 6.
DOI: 10.58837/CHULA.PASAA.56.1.6
Available at:
https://digital.car.chula.ac.th/pasaa/vol56/iss1/6