Written Teacher Feedback Research Articles

Teacher Written Feedback on English as a Foreign Language Learners' Writing: Examining Native and Nonnative English-Speaking Teachers' Practices in Feedback Provision.

While previous studies have examined front-line teachers’ written feedback practices in second language (L2) writing classrooms, such studies tend to not take teachers’ language and sociocultural backgrounds into consideration, which may mediate their performance in written feedback provision. Therefore, much remains to be known about how L2 writing teachers with different first languages (L1) enact written feedback. To fill this gap, we designed an exploratory study to examine native English-speaking (NES) and non-native English-speaking (NNES) (i.e., Chinese L1) teachers’ written feedback practices in the Chinese tertiary context. Our study collected 80 English as a foreign language (EFL) students’ writing samples with teacher written feedback and analyzed them from three aspects: Feedback scope, feedback focus, and feedback strategy. The findings of our study revealed that the two groups of teachers shared similar practices regarding feedback scope and feedback strategies. Both NES and NNES EFL teachers used a comprehensive approach to feedback provision, although NNES teachers provided significantly more feedback points than their NES peers and they delivered their feedback directly and indirectly. However, their practices differed greatly with regard to feedback focus. Specifically, when responding to EFL students’ writing, NES teachers showed more concern with global issues (i.e., content and organization), whereas NNES teachers paid more attention to linguistic errors. With a surge in the recruitment of expatriate NES and local NNES English teachers in China and other EFL countries, our study is expected to make a contribution to a better understanding of the two groups of EFL teachers’ pedagogical practices in written feedback provision and generate important implications for their feedback provision.

Teachers Feedback in Teaching Writing of Narrative Texts to the Eight Grade Students

Writing skills is considered the most difficult skill. The students usually face many difficulties in exploring the ideas or even finding the appropriate words to what they want to write. In this research, the researcher focuses on giving teachers written feedback in teaching writing narrative texts to the eight graders of SMP Amiruddiniyah Rantau Prapat. Written feedback is taken to provide an interaction between students writing and the teacher. In this process a teacher read the students work and responds to it through some written comments. The subjects of the study were the students of Eight grades. There were forty students, twenty male and twenty female students. This study is descriptive qualitative. The instruments that are used by the researcher are observation checklist, field notes, and students written works. the researcher collected the data from three observations. The first observation, the writing task was given to check the understanding of the students in writing narrative text,but the teacher did not give feedback. In the second and third observations feedback were given. In the second observation, the writing task was done in groups. Meanwhile in the third observation, it was done individually. The researcher analyzed the students written works that had been given written feedback from the teacherKeywords: Teacher Written Feedback, Writing, Narrative text, Students Written Work

Teacher Written Feedback in EFL Classroom

This paper is an empirical and analytical study of the uses of written feedback by Moroccan high school EFL teachers. It tries to investigate how EFL teachers in Abu Hayyan al-Tawhidi high school respond to students’ compositions. Strong emphasis is laid on the types of teacher written feedback, with a focus on integrated feedback (form and content) as an effective way to respond to students’ written work. The ultimate goal of this paper is to ascertain the types and forms of teacher written feedback prevalent amongst Moroccan EFL high school teachers. In this light, the study seeks to investigate the following research questions: (1) Which types of written feedback do Moroccan high school EFL teachers employ to respond to students’ compositions? (2) Which forms of written feedback do Moroccan high school EFL teachers’ employ to respond to students’ compositions? To answer these questions, the present study used a mixed method approach that included: classroom observation checklist, document analysis of corrected writing productions and students’ questionnaire. The key findings illustrated that teachers at Abu Hayyan al-Tawhidi high school relied heavily on form-focused feedback. It also revealed that teachers opted for correction symbols and commentary.

Written Teacher Feedback: Reflections of Year Seven Music Students

Providing effective feedback to students is a significant issue for Australian educators. The ability to provide effective feedback comprises one of the Australian Professional Standards for Teachers and is seen as being a key element of quality teaching. Much research has been conducted into what constitutes effective feedback. Yet in spite of this existing knowledge, evidence suggests that feedback continues to be poorly received by students. The overall purpose of this research was to explore how ten Year Seven students (aged 12- 13) reflected on and responded to written teacher feedback on a music history/appreciation project. Data from this pilot study revealed that students reflected on and responded to feedback based on personal features, task perceptions and individual choices. Findings from this study are relevant to teachers and teacher educators interested in improving classroom feedback practices.

Interpersonal aspect of written feedback: a community college students’ perspective

ABSTRACTDespite the bulk of studies on written feedback (WF) in higher education in the past decades, the majority of them have focused on written corrective feedback. On the other hand, WF research on students’ perception of teacher WF is scant. Among those studies which focus on L2 students’ perception, the participants are mostly secondary school and university students. Different from existing feedback research which examined students’ perception of the focus, type, and specificity of WF, this article reports on a group of L2 community college students’ perception of interpersonal factors which potentially affect their response to teacher WF. Adopting a grounded theory methodology, thematic analysis of data collected from 93 open-ended questionnaires and two rounds of interviews indicated four prominent themes including two relational factors (students’ impression on teachers, student-teacher relationship) and two mediating factors (students’ trust in teachers’ professionalism, students’ responsibilities).

El proceso de devolución sobre la escritura académica en inglés: percepciones de docentes universitarios

Many studies in the field of academic writing have focused on studying written teacher feedback (WTF) on texts written by students of English as a Second Language (ESL). One line of research within this field has been the analysis of teachers’ and students’ perceptions and attitudes toward WTF. The objective of this qualitative investigation is to analyze teachers’ perceptions about their WTF practices with spanish-speaking students in the English Teacher Training Program at Universidad Nacional de Mar del Plata, Argentina, on their written productions in ESL. Different writing instructors in the program were surveyed on several forms of TWF. Results show that teachers prefer holistic feedback on the organization and coherence of ideas as well as on linguistic aspects rather than selective feedback. Teachers also take into account the emotional impact on the students of their WTF practices, which are determined by factors such as lack of time and the clarity of the different kinds of comments. Finally, they agree on the educational power of TWF as they believe its conducive to learning and helps students become autonomous learners. These results reveal the importance of explaining to the students the WTF criteria prior to writing in order to make it more effective.

Trained Peer Written Feedback and Teacher Written Feedback: Similar or Different?

The purpose of this classroom-based study is to understand the differences and similarities between trained peer written feedback and the teacher-researcher’s written feedback over time and identify key instructional features contributing to them. Using repeated-measures, the teacher-researcher analyzed comment area, function, feature, and type of revision-oriented comments produced by 17 trained freshmen English majors and the teacher-researcher on three writing assignments over a semester. The findings show that despite significant differences in amount and area of comments, trained peer written feedback and the teacher-researcher’s written feedback gradually resembled each other in function, feature, and type of revision-oriented comments over time. Possible factors for the increasing similarity included peer review training, teacher-student conference, provision of guiding questions, observation of the teacher-researcher’s and peer written feedback, as well as a change of the teacher-researcher’s commenting strategy.

Teacher Written Feedback on Student Writing: Teachers’ and Learners’ Perspectives

Using quantitative and qualitative research instruments, this study investigates teachers’ feedback on students’ writing in an EFL teaching context in the Republic of Benin. The main purpose is to determine the nature of the feedback that the teachers provide, and to identify their rationale for feedback provision. The study also attempts to provide insights into the learners’opinions about their teachers’ feedback. The results indicate that the majority of the participant EFL students are not favourable to their teachers’ feedback practices, and therefore, do not use the feedback that they get effectively. The study also reveals that while the teachers consider their feedback as a tool to promote accuracy in writing in their EFL classes, the students prefer a type of teacher feedback that would also take into account the content of their written production. Suggestions are made in the study to help bridge the gap between teachers’ practices and learners’ expectations.

Written Teacher Feedback: Student Perceptions, Teacher Perceptions, and Actual Teacher Performance

<p>This study sets out to investigate a teacher’s and her students’ perceptions of written teacher feedback in a college English as a foreign language (EFL) writing class in China. Essays, questionnaires, and interviews were employed to identify the types of feedback given by the teacher, the perceptions and preferences of students and the perceptions of the teacher. The teacher and her six students were interviewed, and sixty two students completed the questionnaires. The results are that the written teacher feedback covered content, organization, vocabulary, grammar and mechanics, and students reported that they benefited most from feedback on organization, which was focused on by the teacher but not specific enough and in a small amount. Moreover, the preferences of students were not expected by the teacher. Foreign language writing teachers were suggested to communicate more with their students about their feedback practices, and be aware of students’ perceptions and preferences, so that their writing instructions could be more effective.</p>

The Relationship between Teacher's Written Feedback and Student's' Writing Performance: Sociocultural Perspective

Feedback plays a fundamental role in writing development. The present study seeks to investigate the impact of teacher's written feedback on the writing performance of Iranian undergraduates. The subjects were 400 students majoring in the fields of English language translation and English language literature in four universities, namely Shahaid Bahonar, Vali-e-Asr, Isfahan and Shiraz, in Iran. Writing tasks, questionnaires and interviews were used in the process of the present study. Mixed methods research design was adopted in this study. Therefore, this research used the triangulation of data collection techniques. For data analysis, the thematic coding was used for analyzing semi-structured interview. In the writing task, inter-rater agreement (Cohen kappa) was used and the Pearson correlation coefficient was run for analysis of the questionnaire. The result shows a significant relationship between teacher's written feedback and students' writing performance. Keywords : Writing, Teacher feedback, Socio-cultural theory, English language

An Activity Theory Approach to Korean EFL Students’ Dilemma in Teacher Written Feedback

Guided by Engestrom’s (1999, 2001) activity theory, this study focused on three contrasting students and examined their participation in teacher feedback over a complete course. This study was to analyze how various factors may have influenced the way EFL students respond to teacher feedback, why students experience contradictions in teacher feedback, and how such contradictions can lead to dilemmas during the feedback process. The study revealed that student response to teacher feedback was an intricate matter, intertwined with the agency of the students

Collaborative Negotiated Feedback versus Teacher-written Feedback: Impact on Iranian Intermediate EFL Learners’ Writing

Nowadays, having a good mastery in writing skills plays a pivotal role in achieving success. Hence, it seems that further improvement in teaching writing in general, and providing corrective feedback on students’ errors in particular, might be necessary. There is no doubt that teacher written feedback plays an essential role in English writing classes. However, in spite of tremendous contribution of time and attempt from teachers and students, the feedback provision process is yet far away from ideal. Thus, a search for potential ways to improve the effectiveness of providing corrective feedback makes the motivation for this research study. The current study aimed at exploring the impact of Collaborative Negotiated Feedback on Iranian intermediate EFL learners’ writing and compared it with Teacher-written feedback. The study involved two groups of Iranian Intermediate EFL learners (30 students in each), consisting male and female, aged from 19 to 25, who were chosen through convenience sampling. In both groups, the same materials regarding different kinds of essay and paragraph organization were covered and implemented. While experimental group was provided with collaborative negotiated feedback, the control group was provided with the teacher’s written feedback during the sessions. After Carrying out the treatment, the mean scores of the extracted data from pre-test/post-test of both groups were compared using independent sample t-test. The present researcher came to this conclusion that participants of the experimental group, who were exposed to collaborative negotiated feedback, outperformed the other group. The triangulation of three different sources; Pre/Post-test comparison, the questionnaire and interviews provide evidences in support of the efficacy of Collaborative Negotiated Feedback .

Exploring Teacher Written Feedback and Student Revisions on ESL Students’ Writing

Realising the importance of writing in ESL classrooms, teachers are keen in devising various strategies that can help students to improve their writing skill.However, due to constraints, such as, time constraint and large number of students to attend to, teachers often find it difficult to provide feedback on students’ written work. One of the ways that teachers can adopt in facilitating student revisions is through teacher written feedback.Past studies have shown that both teachers and students value teacher written feedback in the language classroom.This study investigates the effects of teacher written feedback on undergraduates’ writing in an English L2 classroom at Universiti Malaysia Perlis, a local university in Malaysia.This study explores the use of three types of feedback- suggestion, criticism, and praise and which type of feedback from these three encourages student revisions.Mixed-method research design is used to obtain the data for this study. The success of revisions is discussed in terms of length and overall improvement in the revised compositions. This study reveals that all types of teacher written feedback encourage student revisions.In addition, findings also show that criticism type of feedback results in more successful revisions as it is more specific.The questionnaire also proves that students have positive attitude towards teacher written feedback.

Feedback Dialogues That Stimulate Students' Reflective Thinking

How can feedback dialogues stimulate students' reflective thinking? This study aims to investigate: (1) the effects of feedback dialogues between teachers and students on students' perceptions of teacher feedback and (2) the relation between features of feedback dialogues and students' thinking activities as part of reflective thinking. A quasi-experiment was carried out in which 72 secondary education students received written teacher feedback. Half of them had an additional feedback dialogue with their teacher. The latter group perceived teachers' feedback as more useful than the group without a dialogue. The feedback dialogues could be clustered in 2 groups that varied in the number of segments containing teacher and student interaction. The number of segments containing interaction was positively correlated with students' use of thinking activities.

Teacher Written Feedback on L2 Student Writings

In the past few decades, a great number of researches have been conducted on the teacher written feedback and its influence on L2 student writings. The researches are mainly concerned with the major types, and the characteristics of the feedback as well as student reactions to the feedback, or the impact of teacher written feedback and that of peer feedback, indicating that feedback is still a fundamental element of a process approach to writing. This paper has taken a further consideration on the appropriate, effective and efficient teacher written feedback on L2 student writings by engaging students’ mind with minimal marking and by ensuring students’ positive feelings with demonstrated improvement, which enables students to expand their language and ideas, the ultimate goal of their learning in writing. Thus, the paper presents the four principles of producing effective teacher written feedback.

The Effects of Written Teacher Feedback on the Academic Achievement of Fifth-Grade Students With Learning Challenges

Teacher feedback is an important aspect of any classroom. However, because of the increasing demands on teachers’ time, the delivery of feedback to students has been reduced. The author investigated the types and necessity of teacher feedback for students with learning challenges. The method for analysis was in the form of written teacher feedback. The author gave 22 5th-grade students from an urban school 5 sentences to rewrite and correctly punctuate and capitalize. The author concluded that written teacher feedback did not harm students’ self-esteem, but rather it positively affected student performance. Results are consistent with earlier studies on the necessity for feedback and the influence of feedback on the self-esteem of students with learning disabilities.

The Nature of Automated Essay Scoring Feedback

The purpose of this study is to explore the nature of feedback that English as a Second Language (ESL) students received on their writings either from an automated essay scoring (AES) system or from the teacher. The participants were 12 adult ESL students who were attending an intensive English center at a university in Florida. The drafts of the students were analyzed in depth from a case-study perspective. While the document (essay) analysis was the main data collection method, observations and interviews provided crucial information regarding the context in which the students wrote and the nature of each type of feedback they received. The results revealed that the nature of the AES feedback and written teacher feedback (TF) feedback was different from each other. While the written TF was shorter and more focused, the AES feedback was quite long, generic, and redundant. The findings suggested that AES systems are not entirely ready to meet the needs of ESL or English as a Foreign Language (EFL) students. The developing companies need to improve the feedback capabilities of the program for nonnative English-speaking students, that is, less redundancy, shorter feedback, simpler language for feedback, and feedback for short/off topic/repetitious essays.

The effects of direct and indirect speech acts on native English and ESL speakers’ perception of teacher written feedback

Abstract This study explores how second language (L2) learners perceive indirect (hedging or indirect speech acts) and direct written teacher feedback. Though research suggests that indirect speech acts may be more difficult to interpret than direct speech acts ( Champagne, 2001 , Holtgraves, 1999 ), using indirect speech acts is often encouraged in the learning process, with the idea that it helps students discover their own errors ( Ferris, 2007 , Riley and Mackiewitz, 2003 ;). However, it may not be effective with L2 learners who often need more explicit instruction to understand how to revise their writing ( Ferris, 2002 ). To examine the effect of different directness types on identifying requested corrections, native and non-native English-speaking university students were given two essays that contained written teacher feedback that differed in its directness. Participants were asked to identify if the teacher comments were praise or criticism. Two response times and accuracy scores were calculated: one, as participants determined if the teacher comment requested a correction and two, as participants made corrections. After each essay, participants answered additional questions regarding the written teacher feedback. Results show that directness type affected how quickly and accurately participants responded to positive and negative teacher feedback.

The Impact of Different Types of Teacher Written Feedback on EFL University Studentsû Writing

The Impact of Different Types of Teacher Written Feedback on EFL University Studentsû Writing

Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance

Most research in second language (L2) writing has focused on students’ perceptions more than teachers’ self-assessment of teacher-written feedback. This study's purpose was to investigate: (1) how much local and global written feedback teachers give, (2) how their self-assessments and students’ perceptions of this feedback coordinate, and (3) how well teachers’ self-assessments match their actual performance. Teachers and students in an intensive English as a second language (ESL) program were surveyed about their perceptions of teacher-written feedback on compositions. These surveys were compared to teachers’ actual written feedback. Results indicated that teachers’ self-assessments and student perceptions of teacher-written feedback coordinated well, although students perceived receiving more feedback than teachers perceived giving. The coordination between teachers’ self-assessment and actual performance was generally not as strong, indicating that teachers may not be completely aware of the amount of local and global feedback they give on first and later drafts. Moreover, unlike what they perceived themselves doing, teachers provided more feedback on local than global issues throughout the writing process. These findings are discussed in light of how teachers’ training affected their perception (but perhaps not performance) of providing written feedback and underscore the need for examining teachers’ self-assessments of their written feedback.