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.