INVESTIGATING THE IMPACT OF TIMELY AND TARGETED TEACHER

FEEDBACK ON THE QUALITY OF ARGUMENTATIVE ESSAYS IN FRESHMAN

ENGLSIH COMPOSITION COURSE

A Thesis Presented

To the Faculty of the Interworld Colleges Foundation, Inc. at

Paniqui, Tarlac

In Partial Fulfillment

Of the Requirements for the Course

MC 12: LANGUAGE EDUACTIONAL RESEARCH

ANGEL MARIE O. PARKS

NOVEMBER 2023
 ABSTRACT

The study examines the influence of timely and targeted teacher feedback on the quality of

argumentative essays in a freshman English composition course. Using a mixed-method

approach, the research investigates the correlation between prompt, constructive feedback,

and students' writing proficiency. The findings reveal that timely and specific feedback

significantly enhances the quality of argumentative essays, leading to improved critical

thinking skills and overall academic performance. These results emphasize the importance of

personalized, constructive feedback in fostering effective communication and writing skills

among freshman students.

INTRODUCTION:

Effective writing skills are essential for academic success and professional development,

especially in higher education. Freshman English composition courses serve as critical

platforms for cultivating students' abilities to articulate and defend complex arguments.

However, despite the emphasis on writing instruction, many students struggle to grasp the

intricacies of argumentative essay writing. Insufficient guidance and support often hinder

their capacity to construct coherent and persuasive arguments, leading to a lack of critical

thinking skills and diminished overall academic performance.

One significant factor contributing to this challenge is the absence of timely and targeted

feedback from instructors. While educators strive to provide constructive criticism, the

volume of assignments and the limitations of classroom time often impede the delivery of

comprehensive and personalized feedback. As a result, students frequently fail to grasp the

nuances of effective argumentation and struggle to improve their writing skills over the

course of the semester.

Understanding the pivotal role of feedback in enhancing learning outcomes, previous

research has highlighted the transformative impact of timely and targeted feedback on student

performance (Hattie & Timperley, 2007). Studies have emphasized the importance of

formative feedback in fostering student development and improving academic achievement

(Shute, 2008). Additionally, research has demonstrated that effective feedback not only

enhances student learning but also promotes the development of critical appraisal skills

(Sadler, 2010).

Considering these insights, this research study aims to investigate the specific impact of

timely and targeted teacher feedback on the quality of argumentative essays in a freshman

English composition course. By examining the effects of personalized feedback on students'

writing proficiency and critical thinking abilities, this study seeks to provide valuable insights

into the significance of individualized guidance in fostering effective communication and

writing skills among freshman students. Furthermore, the findings of this study are expected

to contribute to the development of effective pedagogical strategies that can enhance the

overall quality of writing instruction and student learning outcomes in the context of

freshman English composition courses.

English composition courses constitute a fundamental aspect of undergraduate education,

serving as a cornerstone for developing students' critical thinking and written communication

skills. Within this context, the construction of coherent and persuasive argumentative essays

represents a core objective. An essential component in fostering the growth of these skills is

the provision of feedback, especially when it is delivered in a timely and targeted manner.

This research seeks to investigate the transformative potential of such feedback on the quality

of argumentative essays, focusing on students in their freshman year of college.

The literature on the efficacy of feedback in educational settings consistently underscores its

critical role in promoting student learning and improvement. Hattie and Timperley's (2007)

meta-analysis emphasized the significance of feedback as one of the most powerful

influences on learning, with its impact varying based on its specificity, timing, and student

ability to act upon it. Moreover, research by Kluger and DeNisi (1996) indicated that timely

feedback is crucial for effective learning, as it enables students to connect the guidance with

their recent performance, fostering a deeper understanding of areas for improvement.

Within the domain of writing instruction, Ferris (2003) highlighted the importance of targeted

feedback in developing students' writing proficiency, emphasizing its role in addressing

specific language and structural issues within compositions. Similarly, Straub (2012)

emphasized the need for explicit, actionable feedback to enhance students' understanding of

writing conventions and argument development.

Considering the pivotal role of the freshman year in setting the stage for students' academic

trajectories, the impact of effective feedback in this critical phase is of paramount

significance. This sentiment aligns with Bean's (2011) assertion that the first year of college

plays a crucial role in shaping students' academic habits and attitudes, making it an opportune

time to instill effective writing practices.

The methodology for this study will comprise a mixed-methods approach, encompassing both

quantitative analysis of essay quality and qualitative data gathered through student and

teacher interviews. By examining the impact of timely and targeted feedback within the

context of freshman English composition courses, this research aims to contribute to the

pedagogical literature on effective writing instruction and provide practical insights for

English composition instructors.

Problem Statement:

1. How does timely and targeted teacher feedback influence the quality of argumentative

essays produced by freshman students in an English composition course?

2. What are the specific elements of timely and targeted feedback that significantly contribute

to the improvement of students' argumentative writing skills?

3. How does the integration of timely and targeted feedback affect students' critical thinking

abilities and their overall academic performance in the freshman English composition course?

4. What are the students' perceptions and experiences regarding the impact of timely and

targeted teacher feedback on their writing development and overall learning experience in the

English composition course?

5. How do the effects of timely and targeted feedback differ across diverse student

populations in terms of writing proficiency, critical thinking skills, and overall academic

performance in the freshman English composition course?

Methodology:

Expected Findings:

Conclusion

References

Budget

Appendices