Prompting MEd students to engage with academia and the professional world through feedback

Yongyan Li, Fiona Hyland, Guangwei Hu

Research output: Journal article publicationJournal articleAcademic researchpeer-review

7 Citations (Scopus)


In such contexts lecturers' responses to student writing make a particularly worthwhile subject of research, as they reveal assumptions about valid knowledge surrounding the relationship between academia and the professional world. In this paper we report a study of a corpus of feedback texts gathered in a Master of Education (MEd) program at a university in Hong Kong. Employing a form of combined thematic and enumerative content analysis, we demonstrate how lecturers prompted students to engage with academia and the professional world at the levels of feedback points and of individual feedback texts, and how a host of lemmas prominent at the level of the corpus participated in constructing the two categories of feedback points that performed different feedback acts. In addition to having methodological and pedagogical implications, our study adds to the current literature on feedback research while aiming to inspire more research on academic writing in PPD contexts.
Original languageEnglish
Pages (from-to)52-65
Number of pages14
JournalJournal of English for Academic Purposes
Publication statusPublished - 1 Mar 2017
Externally publishedYes


  • Academia versus the professional world
  • Analysis of feedback commentaries
  • Feedback acts
  • Feedback points
  • Master of Education (MEd) program

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

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