Students' Perceptions of Writing Feedback in Virtual School: A Critical Discourse Analysis

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Abstract

This study explores how student agency is present in virtual writing feedback from their teachers through a theoretical lens of Design and academic discourse. 162 high school students enrolled in English Language Arts classes at a southeastern virtual school received a 19 question survey. Survey questions were mostly open-ended and sought to gather the students’ perspective on the agency they perceive in the feedback process. 43 students responded. Critical Discourse Analysis guided data analysis methods and interpretation of results. Results included student identity formation within academic discourse both as academic writers who acknowledge the teacher’s power over their academic writing and as agentive writers who feel they have agency in their school writing.

Author

• Alicia Kelley, Clemson University