Abstract
The effectiveness of written feedback on writing is influenced by various variables, includingstudents’ proficiency levels, prior learning experiences, expectations and educational contexts. Although Thai students are reported to have serious problems in English writing, which are partly caused by their culturally-based English learning styles, few studies have been conducted to find out how teachers assist them through their feedback. This study thus reports on the practice of teacher feedback in terms of its forms, locations, types and purposes with a consideration of several influential factors in an essay writing class at a university in Thailand. Furthermore, the levels of the students’ reactions to the teacher feedback, the effects of their revisions and their revision strategies were also examined. To learn about these students’ opinions on the effectiveness of the feedback strategies employed, a survey with the whole class and a focus-group interview were also conducted at the end of the course. The results showed the students’ active engagement in responding to the teacher feedback, and this tends to assert the crucial roles of teachers’ knowledge of students’ learning experiences, English proficiency levels, feedback preferences and classroom settings on the success of written corrective feedback. Though the findings might not be generalized in other EFL settings, they show how in-service teachers adjust feedback strategies in their actual teaching situations to prepare EFL students to become self-regulating writers.
Highlights
Writing in English poses several challenges for students who learn English as a second or foreign language (L2/FL) as they have to get used to new conventions of writing in Englishspeaking cultures as well as English grammatical forms (Hyland & Hyland, 2006)
One of the methods widely used to assist these students’ writing is to indicate their errors in using the target language. This teaching technique is generally known as written corrective feedback (WCF)
The findings on the students’ expectations for teacher feedback strategies, teacher feedback, students’ revisions in the four essays and their evaluations on the effectiveness of the employed WCF are presented
Summary
Writing in English poses several challenges for students who learn English as a second or foreign language (L2/FL) as they have to get used to new conventions of writing in Englishspeaking cultures as well as English grammatical forms (Hyland & Hyland, 2006). 6), WCF serves as a necessary condition to facilitate students’ interlanguage development because it assists them in “noticing the gap between their own interlanguage output and the target language input” and reorganizing their linguistic mental processes. This instructional technique is believed to be an indispensible part in guiding and encouraging students to improve their L2/FL writing accuracy (Ferris, 1999, 2002; Lee, 2004). Its efficacy in terms of the strategies for providing feedback and students’ response to the feedback has been investigated in various eISSN: 2550-2131 ISSN: 1675-8021 educational contexts and with different groups of L2/FL learners (Bitchener, Young, & Cameron, 2005; Ellis, 2009; Ferris & Roberts, 2001; Hartshorn & Evans, 2012; Lee, 2004; Rahimi, 2009)
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