Cultural Influences on Students’ Perceptions of Written Feedback in L2 Writing

Rahmah Fithriani

doi:10.18196/ftl.3124

Authors

Rahmah Fithriani State Islamic University of North Sumatra, Indonesia

DOI:

https://doi.org/10.18196/ftl.3124

Keywords:

Perception, cultural influence, teacher feedback, peer feedback, L2 writing

Abstract

One of significant topics to discuss in studies about feedback in L2 writing is the influence of students’ culturally constructed view of the feedback process. Research has shown that the cultures of hierarchical relationship and face-saving strategy have significant influence on students’ perceptions of feedback process in L2 writing, particularly in Asian societies. Aiming to investigate whether these findings resonate in Indonesian EFL context, this study collected data through writing drafts, reflective journals, questionnaires and interviews with seven students who took an after-class writing course. Findings suggested that students valued teacher feedback more than peer feedback, however they were not concerned about practicing face-saving strategies to maintain group harmony and cohesion.

Author Biography

Rahmah Fithriani, State Islamic University of North Sumatra, Indonesia

Rahmah Fithriani is a lecturer at the department of English education, State Islamic University of North Sumatra. She received her doctorate in Language, Literacy, and Sociocultural Studies from University of New Mexico. Her research interests include feedback in L2 writing and the use of L1 in L2 teaching & learning.

References

Bhowmik, S. K. (2009). L2 writing pedagogy in EFL contexts: An exploration of salient practices in teaching and learning. The Journal of Asia TEFL, 6(3), 351-373.

Carson, J. G., & Nelson, G. L. (1996). Chinese students' perceptions of ESL peer feedback group interaction. Journal of Second Language Writing, 5(1), 1-19.

Chao, R. K., & Tseng, V. (2002). Asian and American parenting. In M. Bornstein (Ed.), Handbook of parenting (pp. 59–94). Mahwah: Erlbaum.

Graham, S. (2010). Facilitating writing development. In D. Wyse, R. Andrews, & J. Hoffman (Eds.), The Routledge international handbook of English language, and literacy teaching (pp. 125–136). New York, NY: Routledge.

Hall, E. T. (1966). The hidden dimension. New York, NY: Double Day.

Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Thousand Oaks, CA: Sage.

Hofstede, G. & Hofstede, G. J. (2005). Cultures and organizations: software of the mind. New York, NY: McGraw-Hill.

Holliday, A. (1999). Small cultures. Applied Linguistics, 20, 237–264.

Hu, G. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 15(2), 93–105.

Kubota, R. (1999). Japanese culture constructed by discourses: Implications for applied linguistics research and English language teaching. TESOL Quarterly, 33, 9–35.

Kubota, R. (2001). Discursive Construction of the Images of U.S. Classrooms. TESOL Quarterly, 35, 9-38.

Kubota, R. (2004). The politics of cultural difference in second language education. Critical Inquiry in Language Studies: An International Journal, 1(1), 21–39

Kurt, G., & Atay, D. (2007). The effects of peer feedback on the writing anxiety of prospective Turkish teachers of EFL. Journal of Theory and Practice in Education, 3(1), 12-23.

Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17(2), 69–85.

Lewis, A. (2001). The issue of perception: some educational implications. Educare, 30(1), 272-288.

Mahn, H., & Bruce, M. (2010). The Academic Literacy for All project: A professional development model meeting the professional development needs. In C. J. Casteel & K. G. Ballantyne (Eds.), Professional development in action: Improving teaching for English learners (pp. 39-41). Washington, DC: National Clearinghouse for English Language Acquisition. Available at http://www.ncela.gwu.edu/files/uploads/3/PD_in_Action.pdf.

Maulana, R., Helms-Lorenz, M., Irnidayanti, Y., & van de Grif, W. (2016). Autonomous motivation in the Indonesian Classroom: Relationship with Teacher Support through the Lens of Self-Determination Theory. Asia-Pacific Education Researcher, 25(3), 441–451.

Miao, Y., Badger, R., & Zhen, Y. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), 179–200

Nelson, G. L., & Carson, J. G. (1998). ESL students’ perceptions of effectiveness in peer response groups. Journal of Second Language Writing, 7, 113–131.

Novera, I. A. (2004). Indonesian post graduate students studying in Australia: An examination of their academic, social, and cultural experiences. International Education Journal, 5(4), 475-487.

Scollon, S. (1999). Not to waste words or students: Confucian and Socratic discourse in the tertiary classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 13–27). Cambridge: CUP.

Tabalujan, B. (2008). Culture and ethics in Asian business. The Melbourne Review, l4(1), 13-19.

Tickoo, M. L. (1995). Reading-writing research and Asian TEFL classroom: Providing for differences. In M. L. Tickoo (Ed.). Reading and writing theory and practice, (pp. 259-279). Singapore: RELC.

Tsui, A. B. M., & Ng, M. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9(2), 147–170.

Uchida, Y., & Ogihara, Y. (2012). Personal or interpersonal construal of happiness: A cultural psychological perspective. International Journal of Wellbeing, 2, 354–369.

https://doi.org/10.18196/ftl.3124