Responding to Student's Writing: EFL Students' Reactions to Teacher's Written/Oral Responses in One-Draft Only Composition Classrooms
For the past several decades, research on L1 and L2 composition has emphasized the importance of the role of composition teachers in providing feedback on students' writings. This article reports on the use of providing different modes of feedback-written/oral-by the teacher and their impacts o...
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| Format: | Article |
| Language: | English |
| Published: |
Teaching English Language and Literature Society of Iran (TELLSI)
2007-12-01
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| Series: | Teaching English Language |
| Subjects: | |
| Online Access: | http://www.teljournal.org/article_119239_8fffbb872f0cbc9e85cd4a842325f5fc.pdf |
| _version_ | 1818006847305547776 |
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| author | Parviz Maftoon Mitra Rabiee |
| author_facet | Parviz Maftoon Mitra Rabiee |
| author_sort | Parviz Maftoon |
| collection | DOAJ |
| description | For the past several decades, research on L1 and L2 composition has emphasized the importance of the role of composition teachers in providing feedback on students' writings. This article reports on the use of providing different modes of feedback-written/oral-by the teacher and their impacts on Iranian EFL students' writing performances. Sixty Iranian university students-10 males and 50 females, aged between 22 and 25 majoring in English Translation-were assigned to three homogeneous groups based on their scores on the Oxford Placement Test (OPT) and a sample paragraph on a given topic, emphasizing the expository genre by providing some reasons. They covered five topics in a sequence of ten written texts-before and after receiving feedback-over a 15-week period. Then, the researchers scored the papers analytically. The results revealed that: first; feedback had a significant effect on students' revising their first drafts and second, the students benefited from the two types of teacher-provided feedbacks almost equally. The findings also confirmed student- teacher conferences as an effective means of providing comments on students' writings, which in turn, could be employed to improve interaction and socialization among students and contribute to enhanced attitudes towards learning and working with others especially in EFL settings. |
| first_indexed | 2024-04-14T05:07:00Z |
| format | Article |
| id | doaj.art-d1fbdf75505140279997c05ed5569a3e |
| institution | Directory Open Access Journal |
| issn | 2538-5488 2538-547X |
| language | English |
| last_indexed | 2024-04-14T05:07:00Z |
| publishDate | 2007-12-01 |
| publisher | Teaching English Language and Literature Society of Iran (TELLSI) |
| record_format | Article |
| series | Teaching English Language |
| spelling | doaj.art-d1fbdf75505140279997c05ed5569a3e2022-12-22T02:10:40ZengTeaching English Language and Literature Society of Iran (TELLSI)Teaching English Language2538-54882538-547X2007-12-011Special Issue 27510110.22132/tel.2007.119239119239Responding to Student's Writing: EFL Students' Reactions to Teacher's Written/Oral Responses in One-Draft Only Composition ClassroomsParviz Maftoon0Mitra Rabiee1Iran University of Science & Technology, Tehran, IranIAU, Tehran Science & Research Campus, Tehran, IranFor the past several decades, research on L1 and L2 composition has emphasized the importance of the role of composition teachers in providing feedback on students' writings. This article reports on the use of providing different modes of feedback-written/oral-by the teacher and their impacts on Iranian EFL students' writing performances. Sixty Iranian university students-10 males and 50 females, aged between 22 and 25 majoring in English Translation-were assigned to three homogeneous groups based on their scores on the Oxford Placement Test (OPT) and a sample paragraph on a given topic, emphasizing the expository genre by providing some reasons. They covered five topics in a sequence of ten written texts-before and after receiving feedback-over a 15-week period. Then, the researchers scored the papers analytically. The results revealed that: first; feedback had a significant effect on students' revising their first drafts and second, the students benefited from the two types of teacher-provided feedbacks almost equally. The findings also confirmed student- teacher conferences as an effective means of providing comments on students' writings, which in turn, could be employed to improve interaction and socialization among students and contribute to enhanced attitudes towards learning and working with others especially in EFL settings.http://www.teljournal.org/article_119239_8fffbb872f0cbc9e85cd4a842325f5fc.pdffeedbackoral-feedbackteacher- feedbackwriting skillwritten-feedback |
| spellingShingle | Parviz Maftoon Mitra Rabiee Responding to Student's Writing: EFL Students' Reactions to Teacher's Written/Oral Responses in One-Draft Only Composition Classrooms Teaching English Language feedback oral-feedback teacher- feedback writing skill written-feedback |
| title | Responding to Student's Writing: EFL Students' Reactions to Teacher's Written/Oral Responses in One-Draft Only Composition Classrooms |
| title_full | Responding to Student's Writing: EFL Students' Reactions to Teacher's Written/Oral Responses in One-Draft Only Composition Classrooms |
| title_fullStr | Responding to Student's Writing: EFL Students' Reactions to Teacher's Written/Oral Responses in One-Draft Only Composition Classrooms |
| title_full_unstemmed | Responding to Student's Writing: EFL Students' Reactions to Teacher's Written/Oral Responses in One-Draft Only Composition Classrooms |
| title_short | Responding to Student's Writing: EFL Students' Reactions to Teacher's Written/Oral Responses in One-Draft Only Composition Classrooms |
| title_sort | responding to student s writing efl students reactions to teacher s written oral responses in one draft only composition classrooms |
| topic | feedback oral-feedback teacher- feedback writing skill written-feedback |
| url | http://www.teljournal.org/article_119239_8fffbb872f0cbc9e85cd4a842325f5fc.pdf |
| work_keys_str_mv | AT parvizmaftoon respondingtostudentswritingeflstudentsreactionstoteacherswrittenoralresponsesinonedraftonlycompositionclassrooms AT mitrarabiee respondingtostudentswritingeflstudentsreactionstoteacherswrittenoralresponsesinonedraftonlycompositionclassrooms |