Feedback in ESL Writing: Toward an Interactional Approach

Ravand, Hamdollah; Rasekh, Abbas Eslami

doi:10.4304/jltr.2.5.1136-1145

Cited by 16 publications

(21 citation statements)

References 36 publications

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“…Motivationally, it affects the effort made by the learners, while informationally it tells learners the need to change their performance towards a particular direction. Besides, it serves as re-inforcement by which rewards and/or punishment might be administered (Ravand & Rasekh, 2011).…”

Section: Introductionmentioning

confidence: 99%

Corrective Feedbacks and Grammar Teaching in a Situated Teaching Context of Process-Based Writing

2019

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This study was aimed at finding out 1) how learners in a specific teaching-learning context namely process-based academic essay writing perceived the importance of corrective feedbacks (CF); 2) what CF was expected the most; 3) in what way learners preferred to have their CF provided; and 4) how learners perceived the importance of grammar teaching. It was conducted at English Literature Department of a university in Central Java Indonesia. Forty two students who were taking Essay Writing course served as the subjects for the study. The course itself was delivered in a process-based writing in which content development and rhetoric were given more emphasis than grammar accuracy was. Data for the study were collected by questionnaire and a semi-structured interview with 5 guided questions. The findings suggest that learners still considered CFs as highly important and useful for their writing improvement. Learners expected to have comprehensive CFs of grammar, vocabulary, spelling, organization and punctuation, and CF on grammar was the most preferred one. In terms of CF provision technique, underlying and making notes were the most preferred techniques. Finally, this study concludes that the shift of approach from a product-based to a process-based did not significantly change learners’ focus from forms to content.

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Section: Introductionmentioning

confidence: 99%

Corrective Feedbacks and Grammar Teaching in a Situated Teaching Context of Process-Based Writing

2019

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“…Feedback is seen as the key element of the growth of writing skills. Feedback is important in providing students with the academic and professional literacy skills and it is a way of assisting students in negotiating access to knowledge and practices [3]. Moreover, H. Ravand and A. E. Rasekh [3] stated that one of the most important activities done by teachers in second language writing was about responding to the students' writing.…”

Section: A Feedback and Written Feedbackmentioning

confidence: 99%

“…Through feedback, students can get much valuable input to improve their writing. Therefore, it is important that teachers provide students with good feedback in order to assist students to access knowledge and implement it through practices [3].…”

Section: Introductionmentioning

confidence: 99%

Investigating Written Feedback on Students’ Academic Writing

Wirantaka¹

2019

Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (Ico

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Written feedback in academic writing is an essential factor that enables teacher and students to interact with each other in order to improve students' writing. This research aims to find out the types of written feedback the teachers use for students' academic writing, the most useful feedback, and effective feedbacks as perceived by students to help them improve academic writing. The present study employed a descriptive qualitative research design. To collect the data, interview was used. Participants of the research were five students in an English Education Department in a private university in Yogyakarta. During the data collection process, the students were in the process of writing their undergraduate thesis as the fulfilment for undergraduate degree. The findings indicated that there were three types of written feedback i.e. symbols, note, and error correction. Additionally, students perceived written feedback related to the grammar to be the most useful written feedback for them. At last, students perceived that effective written feedback should be understandable meaning that feedback should be simple, clear, and easy to understand. Moreover, effective feedback should also be detailed.

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“…It is most often represented as an inadequate knowledge of rules for the L2 or FL students. Based on a behaviorist perspective, error is a bad habit which should be changed through learning (Ravand & Rasekh, 2011, p. 1136. Through teaching and learning process, the students can be more aware on their errors and overcome their errors.…”

Section: Introductionmentioning

confidence: 99%

“…It should be able to help students develop their ability to monitor, evaluate and regulate their learning. Ravand and Rasekh said that it is a need to continue to take a multi-dimensional view of feedback (Ravand & Rasekh, 2011). The nature, content, mode and quality of feedback provision should be separately and interactively considered along with the differences of situational and individual in the instructional context.…”

Section: Introductionmentioning

confidence: 99%

Interactional Approach in Improving Students’ Writing Skills as A Strengthening of The Ability of Religious Moderation at State Islamic Institute of Kediri

Wahyuni

2021

INFSL3

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This article aims at investigating the effect of interactional approach in improving students’ writing skill as a strengthening of the ability of religious moderation at State Islamic Institute of Kediri. By employing a quasi experimental research design, two groups of students participated in this study. The experimental group was taught by using interactional approach, then the control group was taught by using non interactional approach (self-correction). Direct writing test was used to collect the data, and ANCOVA was used to analyze the data. The finding shows that both approaches can improve students’ writing skill. It can be seen from the improvement of students’ writing mean score from pretest to posttest. The experimental group got 19.18 improvement, and the control group got 16.45 improvement. It seems that the experimental group achieved higher improvement. However, based on the result on ANCOVA calculation, the sig.value obtained was 0.418; it was higher than the significant level (0.05). It means that there was not enough evidence to reject the null hypothesis. There was no significant difference on writing skill between the both groups. Those approaches affect on improvement of students’ writing skill. The implication is that both approaches can be used to improve students’ writing skill. By having good writing skill, they have more chances to do religious proselytizing (dakwah) through producing or writing religious books or written products in English that can be read by many people in the world, and as the form of religious moderation in Islamic higher education.

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Feedback in ESL Writing: Toward an Interactional Approach

Cited by 16 publications

References 36 publications

Corrective Feedbacks and Grammar Teaching in a Situated Teaching Context of Process-Based Writing

Corrective Feedbacks and Grammar Teaching in a Situated Teaching Context of Process-Based Writing

Investigating Written Feedback on Students’ Academic Writing

Interactional Approach in Improving Students’ Writing Skills as A Strengthening of The Ability of Religious Moderation at State Islamic Institute of Kediri

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