The Impact of Explicit Feedback on EFL High School Students Engaged in Writing Tasks

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December 1, 2013

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Feedback motivation writing writing tasks

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Handwriting Chirography

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Roxanna Correa Pérez et al., « The Impact of Explicit Feedback on EFL High School Students Engaged in Writing Tasks », Profile Issues in Teachers' Professional Development, ID : 10670/1.cmodey


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The aim of this article is to examine the impact of feedback on content and organization in writing tasks developed by learners of English as a foreign language. The type of study is qualitative and the research design is a case study. One study involved three students and a female teacher, and the second consisted of three students and a male teacher. Research instruments involved were a structured interview, a writing task in class and document analysis. The findings show that students feel motivated to re-write a writing task when the teacher provides feedback on content and organization. Moreover, there was evidence of improvement in the students' writing when they incorporated the teacher's comments.

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