An Insight to Students’ Perceptions on Teacher Feedback in Second Language Writing Classes

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.

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Technology and Language: A Review of Students' Perceptions of Blog in some Selected English as a Second Language Writing Classes

Malaysian Journal of Distance Education ◽

10.21315/mjde2016.18.1.1 ◽

2016 ◽

Vol 18 (1) ◽

pp. 1-12

Author(s):

Aisar Salihu Musa ◽

Keyword(s):

Second Language ◽

Second Language Writing ◽

Writing Classes ◽

Language Writing

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Teachers' Practices and Students' Preferences for Feedback on Second Language Writing: A Case Study of Adult ESL Learners

TESL Canada Journal ◽

10.18806/tesl.v11i2.633 ◽

1994 ◽

Vol 11 (2) ◽

pp. 46 ◽

Cited By ~ 48

Author(s):

Hiroko Saito

Keyword(s):

Second Language Writing ◽

Teacher Feedback ◽

Esl Writing ◽

Writing Classes ◽

Intensive Courses ◽

Adult Esl ◽

Language Writing ◽

Teacher Students ◽

Engineering Writing ◽

Esl Learners

The first part of this study investigated the fit between teachers' practices and students' preferences for feedback and the students' strategies for handling feedback on their written work. The second part of this study focused on students' perception of "thinking prompts" for their writing, an innovative approach used in their ESL writing classes, following Bereiter and Scardamalia's idea of "procedural facilitation" (1987). Thirty-nine students in ESL intensive courses and an ESL Engineering writing class were asked to fill out a questionnaire concerning feedback and thinking prompts. In addition, three classes were observed to see how each teacher used feedback and thinking prompts in their classes and for responding to students' writings. The results show that students preferred teacher feedback (teacher correction, teacher correction with comments, error identification, commentary, teacher-students conferencing) to non-teacher feedback (peer correction and self correction), though the three teachers used non-teacher feedback frequently in their classes. These students' strategies for handling feedback varied depending on the type of feedback each teacher gave on the student's paper. Among the thinking prompts, students found the rule prompt most useful and the LUL2 comparison prompt least useful. The results suggest that the extent to which the thinking prompts are integrated in the class and students conceptualize them is reflected in their attitudes toward thinking prompts.

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