How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study

Abstract

The current study reports the qualitative findings of a mixed methods longitudinal study into the effectiveness of sustained teacher feedback on L2 writing development. The qualitative phase explored reasons for marked variations in insights and knowledge of EFL students regarding improvement in accuracy, content, organization and fluency in writing. Participants (n = 88) were divided into four groups who received corrective feedback (CF), rhetorical feedback, multilateral feedback, and no feedback during (re)writing several expository compositions. A substantial data corpus was elicited through open-ended questionnaires. While all groups highlighted CF benefits, only the CF recipients elaborated on various levels of accuracy gain. Likewise, although the majority in all groups perceived improvement in content and organization, the detailed, multifaceted explanations given only by the recipients of rhetorical feedback indicated their in-depth understanding of the two constructs. Engagement with rhetorical feedback also broadened recipients’ insights regarding fluency, as they differentiated writing pace from smooth flow of ideas, while their counterparts equated fluency with pace. The study showcases that rhetorical feedback reinforces power of elaboration, broadens metacognition and insights about the constructs addressed and allows recipients to develop valuable pedagogical writing strategies. The study highlights implications for L2 writing practitioners and researchers.