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Direct linkBall, Elaine; Regan, Paul – Canadian Journal of Action Research, 2013
This recent study broadly confirms earlier conclusions in which action research findings identified that annotated feedback on student assignments carried an unfavourable lecturer tone and, because of which, failed to motivate the student as a learner. It was important to take the action research process further to show how tone is so easily…
Descriptors: Comparative Analysis, Action Research, Questionnaires, Assignments
