Description
Title: How Students and Teachers View the Effectiveness of Feedback on Second Language Writing: Same Goal, Different Beliefs
Abstract: Extensive research has been conducted on the preferences of students and teachers on the relevance of feedback in the writing of second language texts. “However, not many studies compare and contrast the points of view of the two camps. In addition, there is a dearth of evidence to support the hypothesis that L2 proficiency influences the feedback preferences of students. Therefore, the authors of this study conducted a survey asking participants in an intensive English program in the United States, of which there were a total of 70, including 16 teachers, about their preferences for six components of L2 writing feedback:”It is essential to consider the source, “technique, tone, focus, breadth, and explicitness of the information. The findings show that. Students, in general, believed teachers to be the most reliable source of feedback and desired teachers to mark all errors in their writing and correct them directly; Higher proficiency students demonstrated more favourable attitudes toward peer feedback and an inclination toward written, comprehensive, and indirect correction; Students at the two ends of the proficiency spectrum (high and low) preferred feedback in a mixed tone; and While teachers were the most preferred type of feedback, students at both ends of the proficiency spectrum preferred feedback in a mixed tone.”The purpose of this piece is to provide suggestions to teachers of English as a second language (ESL) “writing on how to enhance their criticism to have a possible impact. Extensive research has been conducted on the preferences of students and teachers on the relevance of feedback in the writing of second language texts. However, not many studies compare and contrast the points of view of the two camps. In addition, there is a dearth of evidence to support the hypothesis that L2 proficiency influences the feedback preferences of students. Therefore, the authors of this study conducted a survey asking participants in an intensive English program in the United States, of which there were a total of 70, including 16 teachers, about their preferences for six components of L2 writing feedback:”It is essential to consider the source, technique, tone, focus, breadth, and explicitness of the information. The findings show that.Students, “in general, believed teachers to be the most reliable source of feedback and desired teachers to mark all errors in their writing and correct them directly; Higher proficiency students demonstrated more favourable attitudes toward peer feedback and an inclination toward written, comprehensive, and indirect correction; Students at the two ends of the proficiency spectrum (high and low) preferred feedback in a mixed tone; and While teachers were the most preferred type of feedback, students at both ends of the proficiency spectrum preferred feedback in a mixed tone.”The purpose of this piece is to provide suggestions to teachers of English as a second language (ESL) writing on how to enhance their criticism to have a possible impact.
Keywords: feedback; writing in two languages; student choices; instructor opinions; a second language’s degree of competency
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