Exploring teacher written feedback and student revisions on ESL students’ writing
Realising the importance of writing in ESL classrooms, teachers are keen in devising various strategies that can help students to improve their writing skill.However, due to constraints, such as, time constraint and large number of students to attend to, teachers often find it difficult to provide...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
IOSR
2014
|
| Subjects: | |
| Online Access: | https://repo.uum.edu.my/id/eprint/22377/1/IOSR-JHSS%2019%205%202014%2063%2070.pdf |
| _version_ | 1825804735768166400 |
|---|---|
| author | Razali, Razlina Jupri, Rohaiza |
| author_facet | Razali, Razlina Jupri, Rohaiza |
| author_sort | Razali, Razlina |
| collection | UUM |
| description | Realising the importance of writing in ESL classrooms, teachers are keen in devising various
strategies that can help students to improve their writing skill.However, due to constraints, such as, time constraint and large number of students to attend to, teachers often find it difficult to provide feedback on students’ written work. One of the ways that teachers can adopt in facilitating student revisions is through teacher written feedback.Past studies have shown that both teachers and students value teacher written
feedback in the language classroom.This study investigates the effects of teacher written feedback on undergraduates’ writing in an English L2 classroom at Universiti Malaysia Perlis, a local university in Malaysia.This study explores the use of three types of feedback- suggestion, criticism, and praise and which type of feedback from these three encourages student revisions.Mixed-method research design is used to obtain the data for this study. The success of revisions is discussed in terms of length and overall improvement in the revised compositions. This study reveals that all types of teacher written feedback encourage student revisions.In addition, findings also show that criticism type of feedback results in more successful revisions as it is more specific.The questionnaire also proves that students have positive attitude towards teacher written feedback. |
| first_indexed | 2024-07-04T06:20:37Z |
| format | Article |
| id | uum-22377 |
| institution | Universiti Utara Malaysia |
| language | English |
| last_indexed | 2024-07-04T06:20:37Z |
| publishDate | 2014 |
| publisher | IOSR |
| record_format | eprints |
| spelling | uum-223772017-06-12T00:51:47Z https://repo.uum.edu.my/id/eprint/22377/ Exploring teacher written feedback and student revisions on ESL students’ writing Razali, Razlina Jupri, Rohaiza P Philology. Linguistics PE English Realising the importance of writing in ESL classrooms, teachers are keen in devising various strategies that can help students to improve their writing skill.However, due to constraints, such as, time constraint and large number of students to attend to, teachers often find it difficult to provide feedback on students’ written work. One of the ways that teachers can adopt in facilitating student revisions is through teacher written feedback.Past studies have shown that both teachers and students value teacher written feedback in the language classroom.This study investigates the effects of teacher written feedback on undergraduates’ writing in an English L2 classroom at Universiti Malaysia Perlis, a local university in Malaysia.This study explores the use of three types of feedback- suggestion, criticism, and praise and which type of feedback from these three encourages student revisions.Mixed-method research design is used to obtain the data for this study. The success of revisions is discussed in terms of length and overall improvement in the revised compositions. This study reveals that all types of teacher written feedback encourage student revisions.In addition, findings also show that criticism type of feedback results in more successful revisions as it is more specific.The questionnaire also proves that students have positive attitude towards teacher written feedback. IOSR 2014 Article PeerReviewed application/pdf en https://repo.uum.edu.my/id/eprint/22377/1/IOSR-JHSS%2019%205%202014%2063%2070.pdf Razali, Razlina and Jupri, Rohaiza (2014) Exploring teacher written feedback and student revisions on ESL students’ writing. IOSR Journal of Humanities and Social Science (JHSS), 19 (5). pp. 63-70. ISSN 2279 - 0837 http://doi.org/10.9790/0837-19556370 doi:10.9790/0837-19556370 doi:10.9790/0837-19556370 |
| spellingShingle | P Philology. Linguistics PE English Razali, Razlina Jupri, Rohaiza Exploring teacher written feedback and student revisions on ESL students’ writing |
| title | Exploring teacher written feedback and student revisions on ESL students’ writing |
| title_full | Exploring teacher written feedback and student revisions on ESL students’ writing |
| title_fullStr | Exploring teacher written feedback and student revisions on ESL students’ writing |
| title_full_unstemmed | Exploring teacher written feedback and student revisions on ESL students’ writing |
| title_short | Exploring teacher written feedback and student revisions on ESL students’ writing |
| title_sort | exploring teacher written feedback and student revisions on esl students writing |
| topic | P Philology. Linguistics PE English |
| url | https://repo.uum.edu.my/id/eprint/22377/1/IOSR-JHSS%2019%205%202014%2063%2070.pdf |
| work_keys_str_mv | AT razalirazlina exploringteacherwrittenfeedbackandstudentrevisionsoneslstudentswriting AT juprirohaiza exploringteacherwrittenfeedbackandstudentrevisionsoneslstudentswriting |