Could Indirect Feedback be too Difficult? Examining Students’ Perceptions towards Indirect Feedback

by Daron Benjamin Loo   In my provision of feedback, I would typically include a variety of feedback. If I perceive that an error may be difficult for students, I might offer direct feedback. For errors which I think students might be able to correct, I might give indirect feedback by highlighting a word or […]

Does Peer Feedback Benefit Developing Writers?

by Deborah Choo & Jonathan Tang   Although the benefits of student peer reviews have been widely acknowledged by educators and researchers alike, the development of students’ feedback literacy continues to interest colleagues in higher education (e.g., Reddy, Harland, Wass, & Wald, 2020). A number of colleagues at the Centre where we work have also […]