PRE-SERVICE TEACHERS’ PERCEPTIONS OF THE EFFECTIVENESS OF DIGITAL AND TRADITIONAL FEEDBACK IN ACADEMIC WRITING

A COMPARATIVE STUDY

Abstract

Feedback is an essential part of teaching academic writing because it helps students improve the accuracy, coherence and clarity of their work. There are now concerns about the relative efficacy of digital and traditional feedback techniques in higher education, given the increasing use of digital tools. At the Federal College of Education (Special), Oyo, this study examined pre-service teachers' opinions on traditional and digital feedback for academic writing. A random selection of 100 English language pre-service teachers was used as a comparative descriptive survey design. With a reliability coefficient of 0.78, the Pre-service Teachers’ Perceptions of Feedback in Academic Writing (PTPFAW) structured questionnaire was used to gather data. The data was analysed using descriptive statistics and an independent-samples t-test. The results showed a significant difference between the two (t(99) = 15.55, p <.001), with pre-service teachers favouring traditional feedback (M = 4.29, SD = 0.47) over digital feedback (M = 3.31, SD = 0.52). While digital feedback received high marks primarily for its efficiency and convenience, traditional input was thought to be more personal, clearer, and more effective in improving writing accuracy and recall. According to the study's findings, pre-service instructors still believe
that traditional feedback is a more effective way to encourage academic writing, despite the potential of digital technologies. It is recommended that teacher educators employ a combination of methods, utilizing the advantages of both feedback formats, and teaching instructors and students should learn how to utilize digital platforms effectively.