English Lecturers’ Perceptions on the Use of Written Corrective Feedback in Online Thesis Supervision

Abstract

This study aimed to describe the perceptions of English lecturers in using written corrective feedback during thesis supervision in Indonesian context. Drawing on interviews with two lecturers who experienced using written corrective feedback in thesis supervision. The data were collected through face- to-face interview and online interview using WhatsApp. The data was analyzed by using thematic analysis. The research found that both English lecturers have the different and similar perceptions of providing written corrective feedback. Although both lecturers show the differences of providing the types of written corrective feedback in the students’ thesis writing, both lecturers positively show the similarities during providing written feedback. The potential causes of this positive perception of lecturers when providing feedback is due to the cognitive engagement as perceived by the English lecturers. Both lecturers agree that providing written corrective feedback is necessary and important to the students during the process of thesis supervision.