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September 5, 2025JOALL (Journal of Applied Linguistics and Literature)Open Access

Feedback on Reading and Writing: Exploring Students’ Experience and Preferences

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Authors

RMRadiatan MardiahMMelatiLULilik Ulfiati

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Overview

Qualitative research reveals feedback enhances reading and writing for students, suggesting improvements in instruction.

Key Points

  • Students showed a preference for direct constructive feedback, valuing detailed guidance to improve their reading and writing skills.
  • Analysis identified peer feedback as more informal, while lecturers provided thorough feedback, highlighting different support modes.
  • Thematic analysis of focus group discussions with students illustrated uncertainty associated with peer feedback despite appreciation.
  • Personalized multimodal feedback is crucial for addressing individual learning needs but can be challenging for lecturers due to workload.

Cite This Study

Mardiah et al. (2025) studied this question.

synapsesocial.com/papers/68bb46b56d6d5674bccfe881https://doi.org/10.33369/joall.v10i2.38471
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Students’ Perception of Electronic Feedback: Lecturer, Peer, and Self-Electronic Feedback on Writing Academic With Different Students’ Writing Achievement2024
  2. 2Psychological dimensions of feedback literacy in EFL writing: A mixed-methods study of teacher–student alignment in Thailand2026
  3. 3Assessment Feedback: What Do Students Want and Need?2024 · 1 citations
  4. 4From Critique to Insight: Student Voices on English Writing Feedback2024 · 5 citations
  5. 5FEEDBACK PRACTICES IN A MALAYSIAN UNIVERSITY: IMPLICATIONS FOR FEEDBACK LITERACY2025