Giving or not giving? Experienced EFL university teachers’ beliefs and rationales of written feedback

Murtiningsih, Sri Rejeki; Sumantri, Agus; Hidayatulloh, Sibakhul Milad Malik

doi:10.22373/ej.v11i1.19318

Jurnal

Giving or not giving? Experienced EFL university teachers’ beliefs and rationales of written feedback

Englisia : Journal of Language, Education, and Humanities · Vol. 11 No. 1 (2023) · hlm. 289–305

DOI: 10.22373/ej.v11i1.19318
ISSN: 2527-6484, 2339-2576
Terbit: 2023-10-31
Penerbit: Universitas Islam Negeri Ar-Raniry Banda Aceh
Bahasa: eng

Abstrak

This current research aims to investigate the beliefs and rationales of EFL university teachers about giving or not giving written feedback to their students. The researchers employed a descriptive qualitative approach in the execution of this study. Three experienced EFL university teachers agreed to participate in in-depth interviews to gain the data. This research revealed five distinct beliefs regarding providing written feedback. They hold beliefs about giving feedback based on the importance of giving feedback, the role of giving feedback to other types of feedback, the length of feedback, students' competence-based in giving feedback, and the importance of giving balanced feedback. As for their rationales for giving and not-giving feedback, several findings were documented. They provided written feedback because it gave some crucial information by showing students' identifiable learning records and enhancing their academic output. Also, it holds relevance to the teachers’ teaching profession. On the other hand, their rationale for not-giving written feedback could be noticed as written feedback, to some extent, demotivated students and took much more time to provide feedback. In the end, teachers' pedagogical implications are also presented by recalling the findings of this current research.

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Hasanuddin University
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Rekan penulis	Organisasi	Artikel bersama
Berliana Dyah Ayu Aprilianti	Afiliasi tidak diketahui	1
Diana Hernawati	Hasanuddin University	1
Liah Badriah	Afiliasi tidak diketahui	1
Noneng Rismawati	Afiliasi tidak diketahui	1
Purwati K Suprapto	Afiliasi tidak diketahui	1
Margana Margana	Afiliasi tidak diketahui	1
Rafika Nedya Swastika	Afiliasi tidak diketahui	1
Evi Puspitasari	Afiliasi tidak diketahui	1
Anisa Wahyu Dwi Putri	Afiliasi tidak diketahui	1
Anissa Ilsanti	Afiliasi tidak diketahui	1
Didit Haryadi	Afiliasi tidak diketahui	1

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Sumber metadata: OAI-PMH (metadata jurnal) https://jurnal.ar-raniry.ac.id/index.php/englisia/oai, pertama di-harvest 7 Nov 2026, terakhir terlihat 7 Nov 2026.

Metadata asli (oai_dc)

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	<dc:title xml:lang="en">Giving or not giving? Experienced EFL university teachers’ beliefs and rationales of written feedback</dc:title>
	<dc:creator xml:lang="en">Murtiningsih, Sri Rejeki</dc:creator>
	<dc:creator xml:lang="en">Sumantri, Agus</dc:creator>
	<dc:creator xml:lang="en">Hidayatulloh, Sibakhul Milad Malik</dc:creator>
	<dc:subject xml:lang="en">Teacher beliefs</dc:subject>
	<dc:subject xml:lang="en">EFL university teachers</dc:subject>
	<dc:subject xml:lang="en">giving written feedback</dc:subject>
	<dc:subject xml:lang="en">rationales</dc:subject>
	<dc:description xml:lang="en">This current research aims to investigate the beliefs and rationales of EFL university teachers about giving or not giving written feedback to their students. The researchers employed a descriptive qualitative approach in the execution of this study. Three experienced EFL university teachers agreed to participate in in-depth interviews to gain the data. This research revealed five distinct beliefs regarding providing written feedback. They hold beliefs about giving feedback based on the importance of giving feedback, the role of giving feedback to other types of feedback, the length of feedback, students' competence-based in giving feedback, and the importance of giving balanced feedback. As for their rationales for giving and not-giving feedback, several findings were documented. They provided written feedback because it gave some crucial information by showing students' identifiable learning records and enhancing their academic output. Also, it holds relevance to the teachers’ teaching profession. On the other hand, their rationale for not-giving written feedback could be noticed as written feedback, to some extent, demotivated students and took much more time to provide feedback. In the end, teachers' pedagogical implications are also presented by recalling the findings of this current research.</dc:description>
	<dc:publisher xml:lang="en">Universitas Islam Negeri Ar-Raniry Banda Aceh</dc:publisher>
	<dc:date>2023-10-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/19318</dc:identifier>
	<dc:identifier>10.22373/ej.v11i1.19318</dc:identifier>
	<dc:source xml:lang="en">Englisia : Journal of Language, Education, and Humanities; Vol. 11 No. 1 (2023); 289-305</dc:source>
	<dc:source xml:lang="id">Englisia Journal; Vol 11 No 1 (2023); 289-305</dc:source>
	<dc:source>2527-6484</dc:source>
	<dc:source>2339-2576</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/19318/8771</dc:relation>
	<dc:relation>https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/19318/11437</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2023 Sri Rejeki Murtiningsih, Agus Sumantri, Sibakhul Milad Malik Hidayatulloh</dc:rights>
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