Robert A. Nash|Jason Thomas
Searching students’ reflective writing for linguistic correlates of their tendency to ignore instructors’ feedback
Aston University|Aston University
students ignore feedback poorly positioned reap intended benefits study examined three reflective assignments written undergraduate psychology students experiences receiving feedback also recorded proportion instructors feedback student accessed first two years degree plus average grades using linguistic text analysis software searched linguistic features students reflective writing statistically associated tendency ignore instructors feedback found meaningful associations feedbackaccessing students language use exploratory analyses however indicated greater tendency ignore feedback associated lower grades students lower grades tended focus relatively past present reflections future discuss possible merits using language indirect measure studies feedback literacy