Enhancing Thesis Writing through Effective Teacher Feedback 

Gopal Prasad Pandey

Reader, Department of English Education, Tribhuvan University, Kathmandu, Nepal 

Abstract

This paper aims to examine the impact of teacher feedback on thesis writing among Master of Education (M.Ed.) students in English Education at Tribhuvan University, Nepal. The study specifically explores students' perceptions of the feedback they receive during their thesis projects and examines how this feedback influences their academic writing and research skills. Recognizing the challenges non-native English speakers face in academic writing, the study states the significance of timely and constructive feedback in promoting academic growth, improving writing skills, and motivating students throughout the thesis writing process. A mixed-methods approach was adopted, utilizing a structured questionnaire to collect both quantitative and qualitative data from thirty purposively selected students actively engaged in thesis writing. The research findings indicated that feedback not only serves a corrective role but also plays an integral part in enhancing students' comprehension of research methodology, data analysis, and adherence to academic writing standards. The findings highlighted the importance of aligning feedback with students' specific needs to maximize its effectiveness. The study concludes by recommending improvements in feedback practices, which could lead to substantial enhancements in student performance and thesis writing outcomes. 

Keywords: thesis writing, teacher feedback, academic writing, feedback, motivation

How to cite:

Pandey, G. P. (2024). Enhancing Thesis Writing through Effective Teacher Feedback. International Journal of Multidisciplinary Educational Research and Innovation. 2(4), 69-81. https://doi.org/10.17613/hrybf-6q260.

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