Written Feedback in Thesis Writing: Perception and Stress-Effect

This study aimed at examining lecturers’ and students’ perception towards written feedback in thesis writing and the stress students experienced due to the feedback. This is a qualitative research specifically a content analysis analyzing students’ thesis drafts. The data were enriched with the questionnaires and interview conducted to four lecturers and eight students as the participants of the study. This study found that lecturers and students had similar perception towards written feedback in terms of the manner of providing written feedback, feedback on content, grammar correction, written feedback clearness, and timing. On the other hand, both parties also had different perception in the aspects of mark usage, imbalance written feedback, mistaken written feedback, and the lack of psychological consideration which three of them caused students stress in the process of writing thesis. From the findings, it is suggested to conduct further researches dealing with the effective written communication strategy to minimize stress during the thesis writing.