Exploring The Needs of ESL Students to Improve Their Academic Achievement Through Feedback on Their Learning

Muhammad Hidayat, Hilman Hilman, Izza Aisyah Nurmahati

Abstract


This study investigates the expectations of ESL students regarding feedback provided by lecturers in the learning and teaching process. 67 students at English department, Faculty of Teacher Training and Education Universitas Bina bangsa participated in the survey. They were in the second, fourth, and sixth semester. The stages of this research are instrument test by using validity and reliability test, data collection, and the descriptive analysis was conducted as well to see the percentage/the preference of the respondents. Data analysis was conducted using R Studio. The validity test was performed using Peorson’s, the number was 0,6 greater than 0,3, indicating acceptable validity. The reliability test using Cronbach’s Alpha resulted in a value of 0,90 greater than 0,2404, indicating acceptable realibilty. The overall response distribution for the 10 items revealed that 77 % of respondents agreed. The results indicate that a significant number of students expect their lecturers to provide feedback on their learning performances. The findings highlight the importance of feedback in terms of the frequency of given, the manner of delivery, the timing, and so on. In addition, the academic setting and underscore the need for lecturers to actively engage in providing feedback. The authors present a discussion the potential of future research as well.

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References


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