The Use of Whole-class Feedback as an Alternative in Improving Education Students’ Writing Skills: Students’ Perspectives

Abstract

This qualitative descriptive study aimed to unravel students' perspectives on the use of whole- class feedback and its implementation as an alternative to improve education students' writing skills. Using an in-depth interview, twenty-two students from a non-sectarian institution were interviewed. The results revealed that the perspectives involved responsiveness to students' needs, self-regulative tool features, motivational benefits, reinforcement programs, elaborated approaches, absence of task levelness, and insufficiencies to students' concerns. The implementation of whole-class feedback involved explicit feedback, positive motivational belief and self-esteem, quality information to students about their learning, development of self- assessment in learning, peer and teacher collaboration, and computer-assisted delivery. Further, the results imply that explicit feedback with an emphasis on criteria and the use of informative tutoring is paramount to maximizing the effectiveness of the feedback itself. This study will significantly help teachers and students as it helps teachers' workload and is responsive to students' needs, enabling students to self-regulate and peer-coaching.

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