Abstract
In this study, four different patterns of teacher feedback were given to foreign language students producing a first draft (D1), a second draft (D2), and a final version (D3) of a single composition. The pattern usually recommended within a process writing approach of content-focussed feedback on D1 followed by form-focussed feedback on D2 was compared with the reverse pattern, another pattern in which form and content feedback were mixed at both stages, and a control pattern of zero feedback. It was found that the recommended pattern of feedback did not produce significantly different results from the other two patterns in which feedback was given in terms of gains in formal accuracy or in terms of content score gains between D1 and D3. A post-hoc analysis of changes made by students revealed that students may have relied heavily on form feedback and that content feedback had only a moderate effect on revision. Explanations for these findings are put forward and the implications for the classroom are drawn.
Published Version
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