Upper secondary school students’ perceptions of and experiences with feedback in English writing instruction (original) (raw)
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Teachers’ (formative) feedback practices in EFL writing classes in Norway
2017
This qualitative study reports on teachers’ (formative) feedback practices in writing instruction. Observations and interviews were used to collect data from ten upper-secondary teachers of English as a Foreign Language (EFL) writing classes in Norway. The findings indicate that while the teachers attempt to comply with the requirements of the national curriculum regarding formative assessment, and acknowledge the pivotal role of feedback in that pedagogy, the dominant tendency is still to deliver feedback to a finished text. As such, there is limited use of feedback for the current text and no resubmission for new assessment, while feedforward is reduced to the correction of language mistakes, which does not foster writing development except for language accuracy. The limited use formative feedback suggests the need for more systematic professional development of the teachers.
ENGLISH LANGUAGE LEARNERS' RESPONSE TO WRITTEN CORRECTIVE FEEDBACK
Written corrective feedback (WCF) provided by the teacher on student written academic texts is considered important in the process of writing development of English language learners. Its immediate effectiveness has been investigated by various researchers through a study of revision work based on teacher feedback. Many studies have concluded that student response to WCF is in most cases very disappointing, and, therefore, teachers hesitate to invest their time and effort into writing feedback. As a result, most feedback on student essays comprise hastily written comments and grammar and local error correction. This study focuses on the impact of inadequate feedback on students' writing development and whether it plays a role in students' lack of willingness to revise. A content analysis of actual WCF on student drafts and subsequent interviews with the student writers revealed that the quantity and quality of WCF has a direct impact on their ability and willingness to make effective revisions. It is hoped that through this paper writing teachers will consider the impact of inadequate feedback on student revision work and thus improve their feedback practice despite the students not making corresponding effort in acting upon the feedback. The reasons for this are discussed in this paper. Keywords: Second language writing, feedback strategies, teacher corrective feedback, student revisions, student perception of teacher feedback; student response to teacher feedback; impact of teacher written feedback; feedback in writing pedagogy
EFL Students Perceptions of the Effectiveness of Corrective Feedback on Their Written Tasks
Hacettepe University Journal of Education, 2021
The study aimed to reveal the intermediate-level English language learners' perceptions of the usefulness of the feedback on the different aspects of their paragraphs (e.g., content, organization, language use, etc.) and the usefulness of various types of direct and indirect feedback. The study also aimed to explore their perceptions of the usefulness of writing in a process approach (i.e., outlining-first draft-revision-final draft) and determine students' preferences for the amount of feedback on their written works. The writing instructor of 48 of them was Turkish instructors of English (TIE), whereas 36 of them had international instructors of English (IIE). After students completed five structured paragraph writing tasks, a survey was implemented on 84 volunteer students. Descriptive statistics and non-parametric test Mann Whitney's U test were used to analyze questionnaire responses and compare students' perceptions who were trained by TIE and IIE. Open-ended responses were analyzed in MAXQDA to determine the frequencies of codes. The results indicated that both groups of students rated the usefulness of the feedback they received quite high for almost all components of their paragraphs. However, there was a significant difference between the two groups in terms of their perceptions of the usefulness of the indirect feedback with comments or error codes and process approach to writing. Students also reported that they wanted all errors in their written work corrected regardless of how they feel.
Written corrective feedback in English compositions: Teachers’ practices and students’ expectations
English Language Teaching Educational Journal, 2020
Written corrective feedback (WCF) has been the subject of many studies in the field of second language (L2) writing. This study sought to investigate: (1) teacher’s practices in marking students’ English language compositions, (2) students’ expectations of teacher’s WCF, and (3) compare whether students’ expectations correspond to teachers’ practices of WCF. Sixty-four students and three teachers of an upper secondary school in Malacca, Malaysia participated in this study. Teachers’ WCF practices and students’ preferences were elicited from two different sets of questionnaires. Findings revealed that both students and teachers generally believe that WCF is beneficial in improving students’ writing skills. It was also discovered that students prefer direct, specific, and comprehensive feedback over indirect feedback. However, the study showed some discrepancies between students’ preferences and teachers’ practices in composition classrooms in terms of the amount, type, and necessity ...
TESL Canada Journal
This study examined and compared different written corrective feedback techniques used by English as a second language (ESL) teachers in three different educational contexts and levels (primary, secondary, and college) in Quebec, Canada. In particular, it examined whether there were any differences in the types of errors made, the kind and degree of feedback provided, as well as the students’ ability to incorporate the feedback while revising their texts. Data were collected at the three aforementioned contexts from six ESL teachers in their intact classes when they corrected their students’ (N = 128) written essays (drafts and revisions). Results revealed an important difference across the three levels in terms of students’ errors, teachers’ feedback, and students’ revisions. They showed that (a) while grammatical errors were made more frequently by primary students, lexical errors were made more frequently by college students; (b) primary and secondary students received more direc...
Investigating the effects of two types of feedback on EFL students' writing
The present study is an attempt to investigate the effect(s) of providing feedback on EFL students' writing performance at Islamic Azad University of Hamedan. To do this, 60 EFL students enrolled in Advanced Writing classes, in which the focus is on developing students' composition skills, were randomly assigned to three groups: a control group, a direct-correction experimental group and an uncoded-feedback experimental group. The study lasted 7 weeks in the course of which the participants had to write paragraphs on the topics assigned on a weekly basis. The papers were all read by the researcher teacher and returned back to the students providing direct corrections on the errors made on participles and resumptives(two problematic areas to Iranian learners of English) to those in the first experimental group, uncoded feedback on such errors to those participants in the second experimental group, and no feedback to those in the control group.The results of a one-way ANOVA indicated that teacher feedback was a significant factor influencing students' writing performance in the two experimental groups. The results also pointed to a significant difference in the performance of the students in uncoded-feedback group over those in the direct-correction feedback group and no-feedback control group. The results of the study support the claim that error feedback in general helps in EFL learners' better writing performance and that uncoded feedback, compared with direct corrections, is providing a more effective strategy to react to students' writings.
2016
This study examines teachers’ beliefs and practices of feedback in their writing classrooms, focusing particularly on the factors that shape these beliefs and practices. It also investigates junior and senior students’ preferences for feedback and their problems and strategies for handling feedback. It explores students’ reasons for their preferences. Further, it diagnoses the impact of students’ experience on their preferences, problems and strategies. It identifies the matches and mismatches between preferences of students and teachers’ practices. To achieve these objectives, junior and senior students’ data from questionnaire and interview were integrated, and teachers’ data from questionnaire, interview and analysis of teachers’ written feedback were triangulated. The findings suggest that not all teachers’ beliefs about feedback are translated into their practices. The factors shape teachers’ beliefs and practices are contextual factors (time allocated to writing classes, class...
Written corrective feedback in the lower secondary EFL classroom
Nordic Journal of Language Teaching and Learning
For decades, scholarly debates have been concerned with the effect of corrective feedback (CF), both written and oral, on L2 language development. Much of the research that supports written corrective feedback (WCF) comes from short-term focused feedback studies, representing a type of feedback practice not necessarily applicable in classroom contexts. This has pointed to a need for more classroom research of authentic WCF and its effect on written learner language. Attempting to explore authentic classroom data longitudinally, this article presents a Norwegian case study of two English teachers’ WCF provided to three students during three years of lower secondary EFL instruction. The student texts are part of the TRAWL (Tracking Written Learner Language) corpus and were collected from obligatory mock exams. The texts came with teacher WCF as well as revised versions. Semi-structured interviews with the teachers provided information about the teachers’ practices and beliefs related ...
TEACHERS' CORRECTIVE FEEDBACK ON ENGLISH STUDENTS' WRITING
This investigates the participants' attitudes towards corrective feedback as well as the types of corrective feedback on learners' performance by questionnaires for both students and teachers. Fifty–eight 2 nd-year students and 5 teachers of English at a university in the Mekong Delta of Vietnam participated in the study. The results indicated that students had a positive attitude towards teachers' corrective feedback. Besides, with the analyzed data, correction with comments and teacher correction was considered as the most useful strategy when giving feedback in the learners' performance. The outcomes of the study suggest a widespread employment of corrective feedback in teaching writing at universities and colleges in the region.
2017
Responding to student writing is an important aspect of English as a Foreign Language (EFL) composition research. Error feedback on writing, in particular is still an issue of lively debate. Many researchers argued for the ineffectiveness of error correction and claimed that it is harmful and should be abandoned. Others however, have completely different views asserting that feedback is helpful in developing the writing skill. The research that we have conducted is an attempt to investigate the effectiveness of the written feedback provided by the teachers of English at Annaba University, Algeria, to the students' writing and questioning the type of feedback being delivered as well as students' perception and preferences about this feedback. The hypothesis which is put forward in this research states that the written feedback does have a positive effect on the students' writing abilities. The research makes use of questionnaires administered to teachers and learners of E...