Yabancı Dil Olarak İngilizce Öğretilen Ortamda Çok Taslaklı Kompozisyonlara Verilen Yazılı Düzeltici Geribildirime Öğrenci Tepkileri

Abstract

This study discusses tertiary level student beliefs and reactions to written corrective feedback to multiple draft essays in an EFL setting where the students were in a process-based writing program for two semesters. As the study design, a structured survey approach was adopted. The variable tested was the effect of foreign language proficiency on student beliefs and reactions. Through convenience sampling, a total of 208 students from four different levels of foreign language proficiency took part in the study. The results showed that all proficiency groups believed in the necessity of written corrective feedback to their multiple draft essays. Yet, higher proficiency groups read more and paid a lot more attention to the teacher feedback when compared to the lower proficiency groups and all the groups asked for more written corrective feedback on grammar, lexis and structure. Lower level proficiency groups paid more attention to preliminary draft corrections. All the groups preferred to be given oral metalinguistic explanations on their multiple drafts to indirect feedback tiered through symbols. The advanced group rated their essay writing skills in a second language as good and the other groups rated themselves as adequate. The study offers implications for tertiary level academic writing instructors.