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feedback on writing, feedback sheets, learner autonomy, student-centered learning


It has been suggested that students experience more autonomy in the feedback process when they communicate feedback preferences to their teacher or peers. However, little is known about what kinds of feedback students request when given this autonomy. Furthermore, when student writers supply feedback requests, it is unknown to what extent readers act in accordance with such feedback requests while providing feedback. In this study, Japanese university students made feedback requests to teacher and peer reviewers, and I evaluated the feedback requests and the feedback subsequently received. The findings indicate that the most common feedback requests were about the content and successful communication of ideas. The next most common requests concerned grammar and vocabulary, and the least prioritized requests involved organization and academic style. When students requested feedback on content, grammar, and academic style, readers increased feedback on those areas; however, feedback on other areas correlated weakly with the requests given.



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