Abstract
The study examines AP5 students’ and instructors’ attitudes toward ESL writing feedback. The survey research took place in the English Learning Centre (ELC) at Vancouver Island University (VIU) in the Spring of 2016. VIU is a small degree granting university located in Nanaimo, on Vancouver Island. The English Learning Centre is part of the Faculty of International Education, and ESL students come here to study pre-academic English language skills in order to become ready for their university courses. There are approximately 200 students enrolled in our ELC. The survey results showed an equal preference for typed and handwritten feedback, with female students preferring hand written, and other forms of feedback while male students prefer typed feedback. The instructors surveyed prefer giving feedback orally.
Highlights
As a native speaker of English, I often think about my own writing process, and how I learned to express myself with words to the level of proficiency required of a graduate student in Canada
Results showed a decrease in 11 major error types in immediate and delayed post types for the groups that received feedback, and the results showed that the most improvement was found in the group receiving both MS Track Changes and word processed feedback, while the control group saw the least amount of improvement
The English Learning Centre is part of the Faculty of International Education, and ESL students come here to study pre-academic English language skills in order to become ready for their university courses
Summary
As a native speaker of English, I often think about my own writing process, and how I learned to express myself with words to the level of proficiency required of a graduate student in Canada. The essay had become my friend: a work of art, and when a teacher defaced it, I became defensive, agitated, and embarrassed. This small study took place in the English Learning Centre (ELC) at Vancouver Island University (VIU). The English Learning Centre is part of the Faculty of International Education, and ESL students come here to study pre-academic English language skills in order to become ready for their university courses. Once students complete and pass this 13 week course, they are granted access into academic studies. The students complete a major research paper in this course, and receive more feedback on their writing
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