The effect of peer and teacher feedback on student writing

1999 ◽  
Vol 8 (3) ◽  
pp. 265-289 ◽  
Author(s):  
Trena M. Paulus
Keyword(s):  
Teacher Feedback ◽  
Student Writing

Teacher Self-Assessment of Feedback Practices in an EFL Academic Writing Class - A Reflective Case Study

2017 ◽  
pp. 162-187 ◽  
Author(s):  
Eddy White
Keyword(s):  
Academic Writing ◽  
Best Practice ◽  
Teacher Feedback ◽  
Student Writing ◽  
Self Assessment ◽  
English Writing ◽  
Teacher Commentary ◽  
Feedback Interventions ◽  
Giving Feedback

Unlike studies of teacher feedback on student writing, research into teacher self-assessment of their own feedback practices is quite rare in the assessment literature. In this reflective case study, the researcher/teacher systematically analyzed feedback practices to clearly determine the form and kind of formative feedback being provided on student essays, and also to compare these feedback practices to recommended practice from the feedback literature. The research took place in an academic English writing course for third-year students at a Japanese university. A close examination of the teacher feedback on the first draft of 21 student essays was undertaken, and more than 800 feedback interventions were identified and coded. Results of this investigation show a number of patterns of practice in giving feedback, including; extensive use of questions in teacher commentary, very limited use of praise comments, and varying amounts of feedback provided on individual essays. Results also show that the feedback practices discovered through this investigation align well with recommended best practice. The case study positions the teacher as ‘learner' in this feedback process, and calls for similar published research describing in detail what teachers do when providing feedback to students on their work.

scholarly journals A model of developing language teachers’ professional communicative skills of providing written teacher feedback

Rhema ◽  
2019 ◽  
pp. 118-135
Author(s):  
T. Ershova
Keyword(s):  
Writing Skills ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Teacher Feedback ◽  
Student Writing ◽  
Training Module ◽  
Communicative Skills ◽  
Reading And Writing ◽  
Special Training ◽  
Written Corrective Feedback

This article looks at the process of assessing L2 student writing and providing written corrective feedback as a part of language teachers’ professional and communicative competences. The author suggests a model of designing a special training module for pre-service teachers aimed at the development of corresponding professional reading and writing skills, as well as the analysis of the results of its approbation.

Teacher Self-Assessment of Feedback Practices in an EFL Academic Writing Class - A Reflective Case Study

2020 ◽  
pp. 1200-1224
Author(s):  
Eddy White
Keyword(s):  
Academic Writing ◽  
Best Practice ◽  
Teacher Feedback ◽  
Student Writing ◽  
Self Assessment ◽  
English Writing ◽  
Teacher Commentary ◽  
Feedback Interventions ◽  
Giving Feedback

Unlike studies of teacher feedback on student writing, research into teacher self-assessment of their own feedback practices is quite rare in the assessment literature. In this reflective case study, the researcher/teacher systematically analyzed feedback practices to clearly determine the form and kind of formative feedback being provided on student essays, and also to compare these feedback practices to recommended practice from the feedback literature. The research took place in an academic English writing course for third-year students at a Japanese university. A close examination of the teacher feedback on the first draft of 21 student essays was undertaken, and more than 800 feedback interventions were identified and coded. Results of this investigation show a number of patterns of practice in giving feedback, including; extensive use of questions in teacher commentary, very limited use of praise comments, and varying amounts of feedback provided on individual essays. Results also show that the feedback practices discovered through this investigation align well with recommended best practice. The case study positions the teacher as ‘learner' in this feedback process, and calls for similar published research describing in detail what teachers do when providing feedback to students on their work.

Grade one peer and teacher feedback on student writing

2012 ◽  
Vol 42 (3) ◽  
pp. 237-257 ◽  
Author(s):  
Shelley Stagg Peterson ◽  
Christine Portier
Keyword(s):  
Teacher Feedback ◽  
Student Writing ◽  
Grade One

scholarly journals Adoption of the process–oriented writing approach in a Japanese high school classroom

2014 ◽  
Vol 38 (5) ◽  
pp. 31 ◽  
Author(s):  
Noriko Kurihara
Keyword(s):  
High School ◽  
Student Attitudes ◽  
Teacher Feedback ◽  
Control Group ◽  
Student Writing ◽  
Student Focus ◽  
Process Oriented ◽  
High School Classroom ◽  
Essay Tests ◽  
The Impact

The present study investigated whether peer and teacher feedback in the process-oriented approach would influence student writing development in an exam-oriented senior high school in Japan over one academic year. Pre- and post-essay tests were administered both to the experimental group and the control group to assess the development of students’ writing skills. Questionnaires and interviews were conducted at the end of each school term in order to examine student attitudes toward feedback. The results indicate that students improved significantly in the quality and fluency of their writing. Although the impact of teacher feedback was found to be stronger when the project started, student focus shifted from teacher feedback to peer feedback over the year. Students deepened interdependence among peers, increased self-correction, and assumed a sense of writer responsibility by the end of the project. 本論は、受験重視の日本の高校で、英語ライティング授業にプロセス・アプローチを導入し、１年間に及ぶ過程において、ピア（生徒間）及び教師によるフィードバックが生徒のライティング能力の向上に影響を与えるか否かを検証した。研究では生徒のラィティング能力の変化を測るために、被験者群と統制群による自由英作文の事前・事後テストを行った。また、生徒のフィードバックに対する意識の変化を調査するため、各学期の最後にアンケートとインタビューを実施した。自由英作文のテストでは、生徒のライティング能力の質と流暢さの向上において、被験者群と統制群 の間で有意差が確認された。また、フィードバックに対する生徒の意識では、当初は教師の影響が強かったが、次第に生徒間によるフィードバックに焦点が移行していった。研究の最後には、生徒間で相互の信頼と依存性が高まり、自己による誤り訂正が増え、生徒のなかに書き手としての責任感が生じてきた。

scholarly journals The nature of teacher feedback in second language (L2) writing classrooms: A study on some private universities in Bangladesh

2011 ◽  
Vol 1 (1) ◽  
pp. 31-48
Author(s):  
Md Ziaul Karim ◽  
Taslima Irine Ivy
Keyword(s):  
Second Language ◽  
Private Universities ◽  
Vital Role ◽  
L2 Writing ◽  
Teacher Feedback ◽  
Process Writing ◽  
Student Writing ◽  
Writing Teachers ◽  
Effective Strategies ◽  
Writing Feedback

The core task of second language (L2) writing teachers is to help students become efficient writers by building up student confidence and providing effective strategies to improve student writing. Teacher feedback given during various stages of process writing can play a vital role in this respect. This paper tried to find out the prevalent forms and nature of teacher feedback in L2 writing classrooms of some private Universities (e.g. dominant forms of feedback, the effect of feedback, amount of importance attached to feedback sessions, attitude towards students in the process & teacher training on feedback). At the same time it also looked into the effect of feedback on students (whether students view feedback as important, what kinds of feedback students prefer, what they expect from the teacher & whether they feel positive about feedback). Based on these findings some suggestions based on recent literature were added to help improve feedback methods according to one's context.Key words: Feedback to L2 writing; Feedback in ESL/EFL classroom; Feedback nature and type in Bangladesh.DOI: 10.3329/jbayr.v1i1.6837Journal of Bangladesh Association of Young Researchers Vol.1(1) 2011 pp.31-48

scholarly journals The Effects of Immediate Versus Delayed Teacher Feedback on L2 Writing

2021 ◽  
Vol 9 (3) ◽  
pp. p69
Author(s):  
Du Yi
Keyword(s):  
Writing Process ◽  
Delayed Feedback ◽  
L2 Writing ◽  
Teacher Feedback ◽  
Student Writing ◽  
Immediate Feedback ◽  
Feedback Group ◽  
Oral Feedback ◽  
Adult Esl ◽  
Effects Of Feedback

This study examined the differential effects of immediate versus delayed teacher feedback. It attempted to explore how best to give feedback on student writing. The focus was on the effects of feedback on the use of cohesive devices in L2 writing. Immediate feedback was provided during the writing process, while delayed feedback was operationalized after the completion of drafts. Six adult ESL learners were divided into two groups: an immediate feedback group and a delayed feedback group. The learners conducted two writing tasks and received feedback at different stages of the writing process. The results revealed that providing immediate oral feedback by asking questions during the writing process was a more effective way of responding to student writing and that it could benefit not only high proficiency students but also those who were at low proficiency level with no awareness of their writing problems.

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