The Impact of Feedback and Explicit Rhetorical Instruction on EFL Students’ Writing Proficiency in Higher Education

Rodríguez, Luisa María González; Mosquera, Pedro Álvarez

doi:10.28914/atlantis-2020-42.1.07

Cited by 3 publications

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“…According to Hyland and Hyland (2019), feedback is often seen as one important thing to encourage and consolidate students' learning. Giving feedback is thought of to be one of the strategies in enhancing the integrity and proficiency of students' writing skills (Irfan, 2020;Irwin, 2017;Rodríguez & Mosquera, 2020;Tien, 2021). However, behind the EFL teachers' corrective feedback, many cases were faced themselves.…”

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confidence: 99%

Teacher’s Feedback on Learners’ English Writing Compositions

Hanafi,

Pomalingo,

Bantulu

2023

ideas

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This study sought to investigate the progress of students writing skills on teacher’s written corrective feedback. This study followed a qualitative approach, using a descriptive research design. Using Hedge's (1998) theory on written correction indicators, three written essays were obtained via three stages of students' paper essays as the research data. All these received essays were then examined following Hedge’s theory, and the study report were built on the basis of the triple concurrent qualitative analysis postulated by Miles et al’s (2014). The findings of this study showed that out of three participants, participant 1 and participant 3 presented similar trends in terms of progress from teacher feedback on the writing, while participant 2 performed huge significant progress concerning teacher written feedback.

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Section: Volume:mentioning

confidence: 99%

Teacher’s Feedback on Learners’ English Writing Compositions

Hanafi,

Pomalingo,

Bantulu

2023

ideas

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Teacher’s Feedback on EFL Students’ Writing Errors: Diagnosis and Treatment

Tien

2021

International Journal of English Language and Literature Studie

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Teacher feedback on EFL students' writing is essential in the teaching and learning process. While a large body of research has focused on treatment of errors and content feedback in general, little has been done about the types of mistakes that students can overcome by themselves and how comments on contents should be worded. There are two major causes of errors: first language interference and developmental factors. The former type is harder for learners to overcome and the latter category can be gradually improved by their own efforts. This paper serves dual purposes: diagnosis and treatment. First, it examines types of errors that could be fixed by students with teacher's assistance. Second, it looks into how content feedback should be worded. It specifically analyzes marginal and final comments broken into five categories to see how these types of content feedback help students improve their rewrites. It was found that errors with subject-verb agreement and with nouns used for generic references belong to developmental errors and, thus they do not need teacher's intervention; teacher's comments with directions/suggestions and questions for clarification are the most effective for students to improve their rewrites.Contribution/ Originality: This paper contributes to the literature on EFL writing feedback in the context where the educational culture is heavily teacher-centered. It provides an insight into how teachers' feedback and comments may help students improve their subsequent drafts and points out that teacher's intervention of student's written errors should be selective.

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La Retroalimentación en la Educación Superior del Siglo XXI

Cárdenas,

Giraldo,

Giraldo

et al. 2024

Prax. saber

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Este artículo presenta los resultados de una investigación de análisis documental sobre el uso de la retroalimentación en la Educación Superior. La metodología utilizada para la revisión, sistematización y análisis documental fue la “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” [Artículo Preferido de Informes de Revisiones Sistemáticas y Metaanálisis]. Se analizaron artículos de investigaciones publicados entre 2014 y 2023, extraídos de Scopus. El campo geográfico seleccionado para la recolección de las publicaciones fue Europa, debido a su amplia investigación sobre la retroalimentación, lo que resulta relevante para el contexto educativo de países como el nuestro. Se examinó la perspectiva y los métodos utilizados por los países europeos para mejorar el aprendizaje de los estudiantes a través de la retroalimentación. Entre las principales conclusiones se encuentran la valoración positiva de la retroalimentación en la educación superior, la necesidad de promover la formulación y hacer seguimiento de planes de aprendizaje en los estudiantes para incentivar el compromiso con su propio proceso formativo y mejorar su autopercepción. No obstante, esto requiere formar a los docentes de las diferentes disciplinas en prácticas efectivas de evaluación y retroalimentación.

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The Impact of Feedback and Explicit Rhetorical Instruction on EFL Students’ Writing Proficiency in Higher Education

Cited by 3 publications

References 0 publications

Teacher’s Feedback on Learners’ English Writing Compositions

Teacher’s Feedback on Learners’ English Writing Compositions

Teacher’s Feedback on EFL Students’ Writing Errors: Diagnosis and Treatment

La Retroalimentación en la Educación Superior del Siglo XXI

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