Investigating Teacher Written Corrective Feedback as a Formative Assessment Tool

The present study seeks to lay the foundations for a firmly-grounded understanding of Written Corrective Feedback (WCF) as a Formative Assessment (FA) tool through student writing. More specifically yet, it is concerned with examining the intricate correlation between Moroccan English Language Teachers’ (ELT) attitudes and practices with respect to the way they understand and apply FA by means of WCF on students’ written productions. To that end, the study seeks to investigate this issue in the light of the following guiding questions: What beliefs do Moroccan ELT teachers hold about FA and WCF? How do these teachers provide WCF to their students during the writing lesson? To address these questions, we have opted for a mixed method approach that includes questionnaires for 110 teachers, document analysis of 30 writing productions and a follow- up semi-structured interviews with teachers. Date has been interpreted through an Explanatory Sequential Design. Inspired by Lee‘s (2009) analytical model and Perumanathan (2014) study, major findings have been presented regarding mismatches. These findings have revealed strong mismatches between teachers espoused beliefs concerning WCF, as a formative assessment tool, and their actual classroom practices. Finally, the study sets some implications for teachers, supervisors underlining the implementation of WCF in classroom practices.

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

Rhema ◽

10.31862/2500-2953-2019-2-118-135 ◽

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 ◽

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.

Teachers’ Corrective Feedback Strategies in Assessing Essay Writing

The Journal of Social Sciences Research ◽

10.32861/jssr.spi6.208.212 ◽

2018 ◽

pp. 208-212

Keyword(s):

Language Learning ◽

Error Correction ◽

English Language ◽

Corrective Feedback ◽

Language Teachers ◽

Esl Teachers ◽

Essay Writing ◽

Feedback Strategies ◽

English Language Teachers

Feedback has been an important topic of discussion in language learning. Although research on written corrective feedback is available, there is little research on the specific strategies employed by teachers in order to provide feedback on their students’ essay writing. This paper reports part of a larger research. One of the objectives of this study was to explore corrective feedback strategies employed by the English as a second language (ESL) teachers and English language expert raters when assessing their students’ written essays. This study used qualitative case study which involved 12 participants. Data were collected through interviewing nine English language teachers and three English language expert raters to obtain their pedagogic practices in providing written corrective feedback. The strategies identified are based on Ellis’s typology of strategies for providing written corrective feedback. The findings showed that the preferred written corrective feedback strategy used by the teachers and raters was Metalinguistic Corrective Feedback with Direct Corrective Feedback and Focused Corrective Feedback used by only a few of them. This study has pedagogical implications in that it explains the ESL teachers/expert raters’ pedagogical attitude and practices towards error correction and their preferred written corrective feedback strategies in dealing with error correction.

Can Formative Assessment and Corrective Feedback Improve L2 Learners’ Performance on English “Comparative Forms”? The Case of Low-Proficiency Level EFL Learners

Global Research in Higher Education ◽

10.22158/grhe.v2n3p104 ◽

2019 ◽

Vol 2 (3) ◽

pp. p104

Author(s):

Alqahtani Mofareh A

Keyword(s):

Second Language ◽

Formative Assessment ◽

English Language ◽

Positive Impact ◽

Corrective Feedback ◽

Control Group ◽

Attitudes And Practices ◽

L2 Learners ◽

The Impact ◽

Experimental Group

This study aims to examine the impact of formative assessment with corrective feedback as one of the effective tools that improve the performance of students who study English as a second language (L2 learners). More specifically, it contributes to research on the complex relationship between the attitudes and practices of English language teachers and students regarding the way they understand and practice the basics of formative assessment and corrective feedback when checking students’ achievement. In order to achieve this goal, the study investigated this matter in light of the following guiding questions: What are the effects of corrective and formative feedback in improving students who are learning English as a second language level L2 learners? How might teachers provide effective assistance to their students during this stage?To address these questions, A total of 58 subjects were divided into a control group (n=29) and an experimental group (n=29). All the subjects were second-year cadets at a military academy. Both groups were given a pre-test prior to the teaching of English “comparative forms”. The purpose of the pre-test was to make sure that the two groups were homogenous. The pre-test was then followed by the teaching of English “comparative forms” in both groups. The experimental group was given a formative assessment where each subject also received one-on-one corrective feedback. Finally, a post-test (summative assessment) was given to both groups.After collecting and analyzing the data, it was found that providing a formative assessment and corrective feedback has a positive impact on improving students’ level of accurate understanding accurately and student writing as well as correct reading.

Effects of Written Corrective Feedback: A Synthesis of 10 Quasi-Experimental Studies

English Language Teaching ◽

10.5539/elt.v13n7p97 ◽

2020 ◽

Vol 13 (7) ◽

pp. 97

Author(s):

Albatool Abalkheel ◽

Tara Brandenburg

Keyword(s):

Meta Analysis ◽

Harmful Effect ◽

Corrective Feedback ◽

Experimental Studies ◽

Language Teachers ◽

Student Writing ◽

Written Feedback ◽

Quasi Experimental ◽

Over Time

Many language teachers spend countless hours correcting student writing in hopes of improvement in accuracy, but as of yet, there has been little consensus regarding the efficacy of written corrective feedback (CF) or the type of CF that is most efficient. Although many studies have been conducted on the topic, conflicting results have arisen. In this meta-analysis, ten quasi-experimental studies of written corrective feedback are examined to analysis the overall effect of CF and compare the variations of CF. It is shown that written corrective feedback in general is inconclusive as a predictor of student improvement in writing over time and the efficacy of the feedback depends on its focus. It is also shown that focused written feedback has any overall positive effect on student’s writing, whereas comprehensive written feedback has the potential to have a harmful effect on student’s writing over time.

Investigating teachers and students’ perceptions of written corrective feedback in the context of tertiary education in Oman

Language Testing in Focus: An International Journal ◽

10.32038/ltf.2019.01.01 ◽

2019 ◽

Vol 1 ◽

pp. 1-17

Author(s):

Farah Bahrouni ◽

Victoria Tuzlukova

Keyword(s):

Social Action ◽

Mixed Methods Research ◽

English Language ◽

Tertiary Education ◽

Corrective Feedback ◽

Language Teachers ◽

Sultan Qaboos University ◽

Teachers And Students ◽

Foundation Program

This paper focuses on written corrective feedback in the testing context of the English language foundation program at Sultan Qaboos University in Oman. In more detail, in response to the encountered testing problem that involves variability in written corrective feedback and, as a consequence, inconsistent evidence of student position in relation to their improvement in writing and ways to achieve it, the authors discuss the ways teachers respond to students’ writing, the type of feedback they deliver, and the strategies they adopt to provide their feedback. The reported study uses mixed methods research methodology, and is grounded on the understanding of giving feedback to students as a social action that is implemented in specific cultural, institutional, and interpersonal contexts with a purpose to accomplish educational and social goals. The participants of the study are foundation program students and English language teachers representing the multicultural teaching community of the Centre for Preparatory Studies at Sultan Qaboos University. The results of the study reveal that written corrective feedback is by no means unanimous among all students and teachers. Diversity in the teachers’ background yields a corresponding diversity in the way it is perceived, provided, and interpreted. Undoubtedly, teachers’ ultimate goal, in any context, is to help students improve their writing skills in all respects, be it in form, content, or organization. Yet, its effectiveness in improving students’ writing remains inconclusive.

WRITTEN CORRECTIVE FEEDBACK IN WRITING INSTRUCTION: A QUALITATIVE SYNTHESIS OF RECENT RESEARCH

Issues in Language Studies ◽

10.33736/ils.478.2017 ◽

2017 ◽

Vol 6 (1) ◽

Author(s):

Pei Fen Dawn SIA ◽

Yin Ling CHEUNG

Keyword(s):

Writing Instruction ◽

Empirical Evidence ◽

English Language ◽

Empirical Studies ◽

Corrective Feedback ◽

Language Teachers ◽

Written Feedback ◽

Qualitative Synthesis ◽

Teachers Perceptions ◽

Giving written feedback to students is an important part of writing instruction. However, few studies have been conducted to investigate current trends of written corrective feedback in the secondary and university contexts. To identify and evaluate the current state of empirical evidence, we conducted a qualitative synthesis of published research that examined written corrective feedback in both English-as-the-first-language and English-as-the second/foreign-language settings. Four claims emerged in our analyses of 68 empirical studies published in journals from 2006-2016. Each claim is supported by empirical evidence. The claims are: (1) Individual differences play a part in the effectiveness of written corrective feedback; (2) Students’ and teachers’ perceptions affect the effectiveness of written corrective feedback; (3) Giving corrective feedback through technology is beneficial to students; and (4) Written corrective feedback is more effective when it is used concurrently with collaborative tasks. This meta-synthesis study sheds light on the written corrective practice of English Language teachers across different pedagogical settings and the factors that may affect student engagement in teacher written feedback. Keywords: written corrective feedback, secondary school, university

Efficacy of Different Types of Written Corrective Feedback on EFL University Students’ Writing Quality

International Journal of English Linguistics ◽

10.5539/ijel.v10n4p217 ◽

2020 ◽

Vol 10 (4) ◽

pp. 217

Author(s):

Sultan H. Alharbi

Keyword(s):

English Language ◽

Corrective Feedback ◽

Control Group ◽

Student Writing ◽

Writing Quality ◽

King Saud University ◽

Different Types ◽

Group A ◽

Group B

The present study sought to examine the relative efficacy of three different types of written corrective feedback, as well as feedback compared with no feedback, in the context of responses to student writing quality. This study involved 60 students from the Department of English Language and Translation in the College of Languages and Translation at King Saud University. The students were divided into three groups of 20 students each. There were two experimental groups (Group A and Group B) and one control group (Group C). Groups A and B received direct and indirect written corrective feedback, respectively, while Group C received minimal written corrective feedback. The subjects were evaluated through pre- and post-tests. The study also aimed to explore the attitudes of the subjects about the different forms of written corrective feedback and attempted to find whether there was any relationship between the subjects’ attitudes and the actual effects of the types of written corrective feedback on their writing. Results showed that among the three types of feedback, direct written corrective feedback was the most effective in improving students’ writing quality, and that this form of feedback was the most preferred by the subjects. The pedagogical implications were discussed, limitations of the study were presented, and suggestions for further research projects were proposed.

An Exploration of Classroom Practices in Secondary Schools

Shanlax International Journal of English ◽

10.34293/english.v7i4.621 ◽

2019 ◽

Vol 7 (4) ◽

pp. 1-10

Author(s):

Mehnaz Tazeen Choudhury

Keyword(s):

Secondary Schools ◽

Teacher Beliefs ◽

English Language ◽

Classroom Practices ◽

Language Teachers ◽

Minimal Amount ◽

Structured Interviews ◽

Teacher Training Programs ◽

English Language Teachers ◽

State Of Affairs

This study was undertaken in the secondary schools of Dhaka, Bangladesh. Students from Bengali medium schools of Bangladesh do not achieve even a minimal amount of proficiency in English even after completing high school. Moreover, they are seen to remain teacher dependent even at tertiary level. Learner autonomy is seen as a crucial need of the time in the context of Bangladesh. Either classroom practices or teacher beliefs, or both are responsible for this state of affairs. Therefore, it became imperative to research to find out the classroom practices of English language teachers and see whether they were autonomy supportive. This was exploratory qualitative research, and the participants were class VII English language teachers from five government and non-government Bengali medium schools. Classroom observations and semi-structured interviews were used to collect the data. Findings of this study have implications for teacher training programs and how they need to be redesigned to bring about a change in teacher beliefs and approaches.

Investigating Teacher Written Corrective Feedback as a Formative Assessment Tool

Arab World English Journal ◽

10.24093/awej/vol9no4.17 ◽

2018 ◽

Vol 9 (4) ◽

pp. 232-241 ◽

Cited By ~ 1

Author(s):

Khalid SAID

Keyword(s):

Formative Assessment ◽

Assessment Tool ◽

Corrective Feedback ◽

Implications of Dialogic Teaching: Practices of and Reflections from English Language Teachers

Research Journal of Social Sciences and Economics Review (RJSSER) ◽

10.36902/rjsser-vol2-iss1-2021(375-381) ◽

2021 ◽

Vol 2 (1) ◽

pp. 375-381

Author(s):

Dr. Liaqat Iqbal ◽

Sahibzada Aurangzeb ◽

Farooq Shah

Keyword(s):

Teaching Practices ◽

English Language ◽

Classroom Practices ◽

Language Teachers ◽

Local Context ◽

Dialogic Teaching ◽

Social Entity ◽

English Language Teachers ◽

Negative Impacts ◽

And Control

Researches often endorse discussion, dialogues, and other learning tasks for the promotion of fluency, critical thinking, reasoning, and ability to evaluate and justifying. Keeping in view the Pakistani context, especially, the local context, it is not clear what type of classroom practices prevail in the region and what reflections teachers have about the use of such practices. Taking Bakhtin's and Vygotsky's ideas of dialogism and learning as a social entity, the present study aimed at knowing the teaching practices of English language teachers from the perspective of dialogic teaching and also at exploring how do teachers reflect on such a teaching approach. For this purpose, English Language Centers of district Mardan were taken as data sources where twenty classrooms were observed for classroom practices and the concerned teachers were interviewed for their reflections. It was found that the teachers use of dialogic teaching having positive and negative impacts. The positive impacts of dialogic teaching include creativity, thinking ability, confidence building, and other social impacts. It has little negative impacts that include challenges for the teachers in terms of behavior problems and control of talks.