The Effect of Teacher-Written Feedback on the Motivation of High School English Students
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2015-05
Type of Work
Department
Program
Citation of Original Publication
Rights
Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
The purpose of this study was to determine the effect of teacher-written feedback, the commentary that the teacher provides to students, on the motivation of low-achieving ninth grade English students. Motivation was defined as the mean number of words students wrote per open-ended journal response. This study used a convenience sample of two different classes assigned to intervention or control conditions. There was no significant difference in the mean journal entry word count during the intervention, comparing the feedback group (n = 23;Mean =75.47; SD =42.91) and the control group (n = 19; Mean =73.38; SD =22.59; t(40) =0.10, p =.85. Practical and theoretical implications as well as threats to validity are discussed. Recommendations for future research are discussed, including the suggestions that research be conducted with different populations, that positive reinforcement could be added in addition to teacher feedback, and a questionnaire could be added for students to self-report their level of motivation before and after the intervention.