The Effect of Sustained Teacher Feedback on CAF, Content and Organization in EFL Writing
Despite teachers' mainstream practices in L2 writing classrooms addressing different dimensions of writing over time, much of the research on feedback in recent years has been of relative short duration and has mainly focused on accuracy. The current longitudinal study investigated the influ...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Urmia University
2020-07-01
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| Series: | Iranian Journal of Language Teaching Research |
| Subjects: | |
| Online Access: | http://ijltr.urmia.ac.ir/article_120888_1d31a6d2226621d4b2c14aa0350a5e28.pdf |
| Summary: | Despite teachers' mainstream practices in L2 writing classrooms addressing different dimensions of
writing over time, much of the research on feedback in recent years has been of relative short
duration and has mainly focused on accuracy. The current longitudinal study investigated the
influence of sustained teacher written feedback on accuracy, syntactic complexity, fluency, content,
and organization in an EFL context. Ninety-two learners were divided into four groups, receiving
written corrective feedback, feedback on content and organization, multilateral feedback (i.e., on
grammatical accuracy, content, and organization), and no feedback over a 3½-month period. They
completed a pre-test, post-test, and delayed post-test and wrote and revised eight interim expository
compositions on a weekly basis. Results showed that the three treatment groups significantly
improved in the dimensions on which they received feedback. However, only the groups who received
feedback on content and organization improved in fluency. Importantly, the multilateral group
improved in accuracy as well as fluency, content and organization. Theoretically, the findings endorse
the language learning potentials of sustained writing as long as it is guided by teacher feedback. The
findings provide empirical support for the influence of sustained feedback on expanding and
consolidating learners’ explicit knowledge of L2 writing |
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| ISSN: | 2322-1291 2322-1291 |