Turkish EFL University Instructors’ Practices in Providing Written Feedback (original) (raw)
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Journal of language and education, 2022
Background. Since the 1990s, teachers' written corrective feedback (WCF) has been recognized as vital in addressing linguistic issues or product aspects of writing. However, it is necessary to go beyond error correction and focus on written feedback (WF) that concerns other areas of process writing. Still, teachers' thinking on these issues is often an under-explored area. Purpose. This study aimed to explore English as a foreign language (EFL) instructors' perceptions and their self-reported practices of product-and process-based WF in the writing context of tertiary education. Methods. The exploratory quantitative study collected data from 51 Moroccan EFL writing instructors through a self-developed questionnaire. The questionnaire items regarding perceptions and self-reported practices were valid and acceptable for factor analysis of nine subscales covering the features of product-and process-based WF, and all of them proved to be reliable. This structure allowed several comparisons during data analysis. Results. Concerning product-oriented WF, participants perceived applying WCF and WF modes on the written text as important techniques. As part of process-based WF, most of them highly valued effective WF modes in the writing process. Regarding their self-reported practices of product-based WF, instructors stated that they often employed WF modes on the written text. Within the process-based WF, they reported using judgemental feedback and effective WF modes as their most frequent practices. The comparisons between perceptions and selfreported practices showed mismatches in four subscales, including WCF, content-based WF related to macroaspects of writing, developing evaluative judgement, and effective WF modes in the writing process. Thus, instructors admitted the importance of WF in these areas although they acknowledged applying their practices less frequently. Conclusions. This study verified the psychometric properties of a self-constructed questionnaire, which was justified to be appropriate to explore teachers' perceptions and self-reported practices regarding WF. The results obtained from the different subscales support the effectiveness of WCF and allow the exploration of a new conceptualisation of WF as a process.
English Language Teaching, 2014
This study is an attempt to investigate the Iranian TOEFL/IELTS teachers' written feedback practices and their perception of written feedback in writing classes. The examination of the questionnaires given to 30 TOEFL/IELTS writing teachers and the analysis of their written feedbacks on 300 students' essays indicate that although the majority of the teachers believe that they should provide feedback on the language (i.e., spelling, grammar, vocabulary, capitalization, and punctuation), organization (i.e., cohesion, coherence, and unity), and content of students' essays, most of their written feedbacks are concerned with the language of their students' essays. In fact, a discrepancy was found between the teachers' perception and their practice in the provision of feedback. In addition, although the majority of the teachers believed that they should give indirect feedback on their students' writings, most of their written feedbacks were direct. This lack of harmony between the teachers' perception and their practice in providing written feedback calls for more attention.
Journal of Teaching Language Skills, 2012
The present study-both qualitative and quantitative-explored fifty EFL learners' preferences for receiving error feedback on different grammatical units as well as their beliefs about teacher feedback strategies. The study also examined the effect of the students' level of writing ability on their views about the importance of teacher feedback on different error types. Data was gathered through the administration of a questionnaire, verbal protocol analysis, and students' writing scores. The results of repeated measures, multivariate analysis of variance, and frequency counts revealed that the majority of the students expect and value teachers' written feedback on the following surface-level errors: transitional words, sentence structure, verb tenses, adverbs, punctuation, prepositions, and spelling, respectively. The results of think-aloud protocol analysis indicated that students' beliefs about the importance of feedback on different grammatical units are formed as a result of the teacher's practice and his emphasis on certain types of feedback and feedback strategies. Finally, the findings of thestudy showed that the L2 learners' level of writing ability influences their views about the importance of feedback on errors pertinent to particular grammatical units.
The aim of this study was to investigate the attitudes of Iraqi high-school teachers and students towards teacher written feedback in writing classes in Suleymaniyah and Erbil. A quantitative method was conducted in this study. Two different instrumentswereusedinthestudy;whichareteacherquestionnaireandstudentquestionnaire. Atotalof100teachers (50 males and 50 females) and 200 students (100 males and 100 females) participated in filling the questionnaire then the collected data were analyzed through Statistical Package for the Social Sciences (SPSS). The findings showed that teachers' written feedback generally plays a significant role in improving students' writing skills. The study also showed that students are encouraged and improved, when English teachers provide them with optimistic and constructive written feedback. It was also observed that students show high preference of specific written feedback to facilitate the correction of mistakes. The findings showed that teachers' positive written feedback on their daily assignments and paper tests was highly preferred by students. Additionally, the study showed that teachers' written feedback in its time has a powerful impact on students' writing skills. A t-test analysis indicated that there were no statistically significant differences between male and female teachers and also students towards teacher written feedback.
Scope : Journal of English Language Teaching
This study analyzes students’ preferences on the lecturer’s written corrective feedback (WCF) on their writing tasks. It looks at how the students want WCF to be written, delivered, and focused on to fulfill the students’ expectations. It also analyzes the students’ preferences on the use of English or Bahasa Indonesia in the WCF to accommodate their learning needs and styles. Through an internet survey delivered to 100 students’ emails, using 5 levels of Likert scales on preferences range, the results show that the students’ preferences varied in terms of types, focuses, and ways the WCF are provided and delivered. It is an evident that many students want the lecturers to provide the correct forms of the errors, to mark and to underline the errors with corrections, and to provide explanations for every single error in their writing tasks. A significant number of the students have a low preference for the use of indirect feedback through cues and prompts. Another interesting result ...
Journal of Second Language Writing, 1998
This study investigates ESL writers' reactions to and uses of written feedback. Using a case study approach and a variety of data sources including observation notes, interview transcripts and written texts, overall findings on six students' use of written feedback throughout a course will be briefly discussed. The paper then focuses on two student writers who show contrasting patterns of feedback use and who also both become much less positive about their writing during the course. The student revisions after receiving teacher written feedback are analyzed and contextual data is used to gain a deeper understanding of the students' motivations and responses to the feedback. The data show that use of teacher written feedback varies due to individual differences in needs and student approaches to writing. It also appears to be affected by the different experiences students bring with them to the classroom setting. Some implications for teachers giving feedback are also given. It is suggested that there needs to be a more open teacher/student dialogue on feedback, since the data suggest that the feedback situation has great potential for miscommunication and misunderstanding.
2018
The objective of this research was to analyze and describe the application of direct and indirect corrective feedback on the EFL students' academic writing in their paper. The research took place at the Department of English Education in the faculty of Educational Sciences, Syarif Hidayatullah State Islamic University (UIN) Jakarta. This research was a qualitative research and descriptive case study design was employed to conduct it. There were two kinds of informants in this research. First, the English major students' of the Department of English Education who were in the process of writing the academic paper (Skripsi) and the alumni who passed the process of writing an academic paper (Skripsi). The researcher used observation, interview, questionnaire, and written documents to collect the data needed. For analyzing the data, triangulation was used. She followed Marguerite et.al and Creswell steps in analyzing the data gathered. The research findings described the direct and indirect corrective feedback and its application of the academic writing and it was found that the needs of using both types of feedbacks was important in fostering the students' academic writing ability and on the increasing of the students' reflection skill after receiving the feedbacks from the Supervisors.
JOURNAL OF ADVANCES IN LINGUISTICS
Motivated by my own experience in teaching and learning academic writing in a large class of more than 50 students, I aim to find out the students perceptions towards the effective feedback practices in a large EFL writing class in Indonesia. There were 150 students participating by answering the the questionnaire. The data was analyzed based on English proficiency level (the students TOEFL scores). The findings showed that based on the students English proficiency level, they perceived feedback from their lecturers is effective when it is given in written form, while from their peers, it should be in oral form.