Same Goal, Varying Beliefs:How Students and Teachers See the Effectiveness of Feedback on Second Language Writing
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Same Goal, Varying Beliefs: How Students and Teachers See the Effectiveness of Feedback on Second Language Writing

Qiandi Liu & Shinian Wu (2019)
Journal of Writing Research, 11(2), 299-330

There is no shortage of research on learner preferences and teacher perceptions of the value of feedback in L2 writing. However, studies comparing opinions from both sides are rare. Moreover, little is known whether L2 proficiency impacts learner preferences for feedback. To bridge these gaps, this study surveyed 70 students and 16 teachers from an intensive English program in the U.S. on their preferences concerning six dimensions of L2 writing feedback: source, mode, tone, focus, scope, and explicitness.
The findings suggest that (1) students overall regarded teachers as the most credible source of feedback and wanted teachers to mark all errors in their writing and correct them directly; (2) higher proficiency students showed more positive attitudes towards peer feedback and inclination towards written, comprehensive, and indirect correction; (3) students at the two ends of proficiency (high and low) favored feedback in a mixed tone; (4) while teachers and students were allies on the usefulness of oral feedback, feedback on both rhetorical and language issues, and feedback in a balanced tone, teachers were nonetheless neutral about the benefits of peer feedback and preferred focused, indirect feedback. Suggestions are offered for ESL writing instructors to adapt their feedback for its maximum effects.

PDF | doi: 10.17239/jowr-2019.11.02.03

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