Rahman, M.N. orcid.org/0000-0002-3838-5992, Chowdhury, S. and McCray, D. (Cover date: 2024) Undergraduate students’ voices on the role of tutorial-based dialogic feedback in developing academic writing skills. Feedback Research in Second Language, 2. pp. 1-18. ISSN 3023-4921
Abstract
This study explores undergraduate students’ perspectives of experiencing tutorial-based dialogic feedback (DF) aimed at enhancing their academic writing skills required for successful completion of English for Academic Purposes (EAP) writing courses. To achieve this aim, an interview-based qualitative study was conducted in a renowned institution of higher education in Bangladesh. The generated data were analysed using an inductive thematic analysis approach, which yielded the findings of this study. The key findings suggest that DF has possible significant prospects to be employed in EAP writing courses working alongside written corrective feedback (WCF). DF helps students better comprehend and effectively apply WCF in both the revised and final drafts of their assignments, potentially resulting in enhanced academic writing. The successful implementation of the DF framework, as proposed by Yang and Carless (2013), may ultimately lead to improvements in academic writing skills. Consequently, this study contributes South Asian evidence-based research to the existing body of knowledge on the pedagogical use of DF.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | This article is licensed under a Creative Commons Attribution 4.0 International License, which grants permission to use, share, adapt, distribute and reproduce in any medium or format provided that proper credit is given to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if any changes were made. |
Keywords: | undergraduate students; academic writing skills; dialogic feedback; EAP; Bangladeshi L2 writing pedagogy |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 16 Oct 2024 08:51 |
Last Modified: | 16 Oct 2024 08:51 |
Published Version: | https://www.eurokd.com/doi/10.32038/frsl.2024.02.0... |
Status: | Published |
Publisher: | EUROKD Egitm Danismanlik Group |
Identification Number: | 10.32038/frsl.2024.02.01 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:218492 |