Abstract

In this mixed methods research study, I use student survey and interview data from English 11 students at a suburban, public high school to analyze the ways in which students' self-efficacy is impacted when a feedback intervention is introduced that creates the opportunity for students to ask questions about their writing. In this study, I found that as a result of the intervention students showed an increase in their writer-centered efficacy beliefs, reported an awareness of the control and autonomy the intervention provided, and expressed an appreciation for the ways in which teacher feedback can be useful in helping them develop their writing skills. These findings provide writing teachers with several implications for the ways in which traditional feedback methods may not be serving students' efficacy needs and proposes an alternative approach to offering students feedback on their writing.

Degree

College and Department

Humanities; English

Rights

https://lib.byu.edu/about/copyright/