Abstract
The present study states in the field of teaching EFL students in the process of writing correct feedback in the classroom, the study was conducted to explore the influence of feedback on the students’ writing skill and language abilities in grammar. 30 student participants enrolled in “Advanced Writing” classes were administered to write a short paragraph of their interested topics for 15 weeks they were given separate note books to write essay, letter and a short paragraph of any instant situation and were also asked to write eight essays throughout the semester. At the beginning semester, students were taken pre-test open-ended questionnaire and at end of the semester were taken post- test, both test involves the students’ method of writing and its benefits of feedback. The obtained data showed that the students’ language abilities significantly improved especially in the grammar and vocabulary. The students also reported their satisfaction in the free-writing method which allowed them to learn more on self-expression and organization of ideas.
Highlights
Writing is considered as a complex skill that requires the learners’ to learn the syntactic and lexical knowledge of the target language
The present study states in the field of teaching EFL students in the process of writing correct feedback in the classroom, the study was conducted to explore the influence of feedback on the students’ writing skill and language abilities in grammar. 30 student participants enrolled in “Advanced Writing” classes were administered to write a short paragraph of their interested topics for 15 weeks they were given separate note books to write essay, letter and a short paragraph of any instant situation and were asked to write eight essays throughout the semester
The current study suggests the facilitator to write the corrective feedback without categorizing the kind of errors
Summary
Writing is considered as a complex skill that requires the learners’ to learn the syntactic and lexical knowledge of the target language. On the other hand errors are systematic; it will occur repeatedly until the learner recognizes the errors and correct them. The learners use a definite system of language at every stage of his/her development. Written corrective feedback provided by the facilitator enables the learner to notice the gap in their developing L2 systems. The facilitator should make a distinction between the errors which are the circumstance errors and which reveal his underlying knowledge of the language. Researchers in the field of L2 writing deal with the question of how the written corrective feedback facilitates the learners to become an independent writer
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