MOVES, INTENTIONS AND THE LANGUAGE OF FEEDBACK COMMENTARIES IN EDUCATION

MOVES, INTENTIONS AND THE LANGUAGE OF FEEDBACK COMMENTARIES IN EDUCATION

Abstract: This article discusses the results of an investigation into feedback commentaries provided by tutors to assignments of Masters in Education students in a pre-2002teaching and learning institution in the UK. The methodology adopted involved a qualitative discourse analysis of fifty feedback...

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Main Author: Josephine Mirador
Format: Article
Language:English
Published: Universitas Pendidikan Indonesia 2014-07-01
Series:Indonesian Journal of Applied Linguistics
Online Access:http://ejournal.upi.edu/index.php/IJAL/article/view/599
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spelling doaj-ff32b8b82302494f85e86293366e8b3d2020-11-24T22:39:31ZengUniversitas Pendidikan IndonesiaIndonesian Journal of Applied Linguistics2301-94682502-67472014-07-0141395310.17509/ijal.v4i1.599534MOVES, INTENTIONS AND THE LANGUAGE OF FEEDBACK COMMENTARIES IN EDUCATIONJosephine Mirador0De La Salle University, ManilaAbstract: This article discusses the results of an investigation into feedback commentaries provided by tutors to assignments of Masters in Education students in a pre-2002teaching and learning institution in the UK. The methodology adopted involved a qualitative discourse analysis of fifty feedback commentaries and made use of an inter-rating procedure involving three raters to identify tutor messages.  The investigation revealed three groups of ‘moves’ (tutor messages) in feedback. Additionally, the article argues that tutor messages can find theoretical anchor in Heron’s categories of counselling interventions, and that such categories can explain tutor intentions in feedback provision. The research concludes that the use of facilitative ‘moves’ by tutors is a way for them to provide strong support to postgraduate students. Keywords: Written feedback, move analysis, tutor commentaries, feedback in higher educationhttp://ejournal.upi.edu/index.php/IJAL/article/view/599
collection DOAJ
language English
format Article
sources DOAJ
author Josephine Mirador
spellingShingle Josephine Mirador
MOVES, INTENTIONS AND THE LANGUAGE OF FEEDBACK COMMENTARIES IN EDUCATION
Indonesian Journal of Applied Linguistics
author_facet Josephine Mirador
author_sort Josephine Mirador
title MOVES, INTENTIONS AND THE LANGUAGE OF FEEDBACK COMMENTARIES IN EDUCATION
title_short MOVES, INTENTIONS AND THE LANGUAGE OF FEEDBACK COMMENTARIES IN EDUCATION
title_full MOVES, INTENTIONS AND THE LANGUAGE OF FEEDBACK COMMENTARIES IN EDUCATION
title_fullStr MOVES, INTENTIONS AND THE LANGUAGE OF FEEDBACK COMMENTARIES IN EDUCATION
title_full_unstemmed MOVES, INTENTIONS AND THE LANGUAGE OF FEEDBACK COMMENTARIES IN EDUCATION
title_sort moves, intentions and the language of feedback commentaries in education
publisher Universitas Pendidikan Indonesia
series Indonesian Journal of Applied Linguistics
issn 2301-9468
2502-6747
publishDate 2014-07-01
description Abstract: This article discusses the results of an investigation into feedback commentaries provided by tutors to assignments of Masters in Education students in a pre-2002teaching and learning institution in the UK. The methodology adopted involved a qualitative discourse analysis of fifty feedback commentaries and made use of an inter-rating procedure involving three raters to identify tutor messages.  The investigation revealed three groups of ‘moves’ (tutor messages) in feedback. Additionally, the article argues that tutor messages can find theoretical anchor in Heron’s categories of counselling interventions, and that such categories can explain tutor intentions in feedback provision. The research concludes that the use of facilitative ‘moves’ by tutors is a way for them to provide strong support to postgraduate students. Keywords: Written feedback, move analysis, tutor commentaries, feedback in higher education
url http://ejournal.upi.edu/index.php/IJAL/article/view/599
work_keys_str_mv AT josephinemirador movesintentionsandthelanguageoffeedbackcommentariesineducation
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