The Impact of Feedback and Explicit Rhetorical Instruction on EFL Students’ Writing Proficiency in Higher Education
The efficacy of feedback on EFL students’ writing proficiency has been researched extensively and has also sparked off considerable controversy among detractors and supporters alike. However, there is still room for further investigation on how feedback can better contribute to students’ writing per...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN)
2020-06-01
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| Series: | Atlantis |
| Subjects: | |
| Online Access: | https://www.atlantisjournal.org/index.php/atlantis/article/view/624 |
| _version_ | 1828785982277681152 |
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| author | Luisa María González Rodríguez Pedro Álvarez Mosquera |
| author_facet | Luisa María González Rodríguez Pedro Álvarez Mosquera |
| author_sort | Luisa María González Rodríguez |
| collection | DOAJ |
| description | The efficacy of feedback on EFL students’ writing proficiency has been researched extensively and has also sparked off considerable controversy among detractors and supporters alike. However, there is still room for further investigation on how feedback can better contribute to students’ writing performance and how it can be fully integrated into the learning process. This article empirically demonstrates the learning advantages of combining both feedback and explicit rhetorical instruction for improving EFL students’ writing skills in the context of higher education. In a longitudinal study of the rhetorical competence of students’ written production carried out over a semester, three treatment variables were investigated: the effect of feedback, the effect of explicit instruction and the combination of both, along with a control condition of no treatment at all. Students were allocated to a treatment group on the basis of their attendance and work profile and the results of the analysis of the written production of each group were compared. The findings confirm not only that the group that received the combined treatment achieved higher grades and displayed a better control of relevant microskills in their written production, but also that neither feedback nor explicit instruction alone proved as effective in terms of rhetorical competence as the combination of the two variables. |
| first_indexed | 2024-12-12T00:02:14Z |
| format | Article |
| id | doaj.art-f49227643b2b44a0b9a15bd21cbc7d8c |
| institution | Directory Open Access Journal |
| issn | 0210-6124 1989-6840 |
| language | English |
| last_indexed | 2024-12-12T00:02:14Z |
| publishDate | 2020-06-01 |
| publisher | Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN) |
| record_format | Article |
| series | Atlantis |
| spelling | doaj.art-f49227643b2b44a0b9a15bd21cbc7d8c2022-12-22T00:45:12ZengAsociación Española de Estudios Anglo-Norteamericanos (AEDEAN)Atlantis0210-61241989-68402020-06-0142112014210.28914/Atlantis-2020-42.1.07The Impact of Feedback and Explicit Rhetorical Instruction on EFL Students’ Writing Proficiency in Higher EducationLuisa María González Rodríguez0Pedro Álvarez Mosquera1Universidad de SalamancaUniversidad de SalamancaThe efficacy of feedback on EFL students’ writing proficiency has been researched extensively and has also sparked off considerable controversy among detractors and supporters alike. However, there is still room for further investigation on how feedback can better contribute to students’ writing performance and how it can be fully integrated into the learning process. This article empirically demonstrates the learning advantages of combining both feedback and explicit rhetorical instruction for improving EFL students’ writing skills in the context of higher education. In a longitudinal study of the rhetorical competence of students’ written production carried out over a semester, three treatment variables were investigated: the effect of feedback, the effect of explicit instruction and the combination of both, along with a control condition of no treatment at all. Students were allocated to a treatment group on the basis of their attendance and work profile and the results of the analysis of the written production of each group were compared. The findings confirm not only that the group that received the combined treatment achieved higher grades and displayed a better control of relevant microskills in their written production, but also that neither feedback nor explicit instruction alone proved as effective in terms of rhetorical competence as the combination of the two variables.https://www.atlantisjournal.org/index.php/atlantis/article/view/624feedbackexplicit instructionacademic writinghigher educationefl |
| spellingShingle | Luisa María González Rodríguez Pedro Álvarez Mosquera The Impact of Feedback and Explicit Rhetorical Instruction on EFL Students’ Writing Proficiency in Higher Education Atlantis feedback explicit instruction academic writing higher education efl |
| title | The Impact of Feedback and Explicit Rhetorical Instruction on EFL Students’ Writing Proficiency in Higher Education |
| title_full | The Impact of Feedback and Explicit Rhetorical Instruction on EFL Students’ Writing Proficiency in Higher Education |
| title_fullStr | The Impact of Feedback and Explicit Rhetorical Instruction on EFL Students’ Writing Proficiency in Higher Education |
| title_full_unstemmed | The Impact of Feedback and Explicit Rhetorical Instruction on EFL Students’ Writing Proficiency in Higher Education |
| title_short | The Impact of Feedback and Explicit Rhetorical Instruction on EFL Students’ Writing Proficiency in Higher Education |
| title_sort | impact of feedback and explicit rhetorical instruction on efl students writing proficiency in higher education |
| topic | feedback explicit instruction academic writing higher education efl |
| url | https://www.atlantisjournal.org/index.php/atlantis/article/view/624 |
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