This study focuses on types of feedback provided in second language writing in higher education and their evaluation in the light of students’ opinions. Data were gathered from 55 students who took English writing classes for 3 hours a week in an English preparatory program at a college in Turkey. Semi-structured interviews were used as data collection tools. Findings revealed that vast majority of students found meaning-focused feedback more motivational than form-focused feedback. Additionally, they preferred self-assessment to peer-feedback. The paper presents a discussion on feedback types in second language writing.
Formative Assessment in Higher Education Classrooms: Second Language Writing Learning
