Students report teacher feedback on writing is insufficient, and they value scores over feedback¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Seniors report that teachers, due to limited time and heavy teaching loads, cannot give clear feedback on compositions, and students care more about scores than feedback. → Honglan Wei 2018
Evidence¶
Honglan Wei 2018¶
Honglan Wei. (2018). Implication of Output Hypothesis on Teaching College English Writing ------Based on an interview in JiangXi Normal University. World Journal of Education, 8(5). https://doi.org/10.5430/wje.v8n5p198
q2 · i? · qualitative · r2
Qualitative interview finding from the study. Student A reported that although frequent compositions give practice opportunities, teachers' time constraints prevent clear feedback, and students prioritize scores over feedback, so writing output cannot be improved.
"due to the limited time and heavy teaching task, teachers do not have enough time to give clear feedback for students' work. As a matter of fact, we care the scores of compositions more than the feedback."
Discussion¶
Related Claims¶
- Students report low motivation for English writing due to lack of real-life application and formulaic compositions — related
- English-major seniors report writing classes receive inadequate attention and are tied to test preparation — related
- Small school contexts may both enable and constrain professional communities: collegiality rises but heavy workloads make collective instructional focus difficult — related
- First-year EAP students prefer a hybrid feedback model combining AI-generated comments with instructor feedback over either source alone — related
- Students find computer-based simulation feedback insufficient because incorrect responses are marked without explanation — related
- Two writing teachers report that decoupling evaluation from grades under a grading contract lets them give blunter feedback that students can weigh, an account with no data reported — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
insufficient-writing-feedback-scores-over-feedback |
title |
Students report teacher feedback on writing is insufficient, and they value scores over feedback |
description |
Students report teacher feedback on writing is insufficient, and they value scores over feedback |
status |
review |
evidence_strength |
weak |
newest_evidence |
2018 |
source_checked |
2026-10-20 |
recheck_by |
2023 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — honglan-wei-2018 |
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