Title: How Effective is Teacher Feedback on EFL Writing?: Students’ Views and Preferences
Presentation Type: Oral Presentation
Marina Lopez Casoli, Universidad Nacional de Mar del Plata, Argentina
The present investigation examines students’ views and preferences regarding teachers’ different feedback practices on writing in English as a Foreign Language (EFL). While many research studies have been conducted in relation to this topic, there is scarce literature that deals specifically with higher education students enrolled in a Teaching English as a Foreign Language (TEFL) program. The present study aims to address this topic by examining Argentine college students’ views on the different teacher feedback practices they are exposed to in their EFL academic writing classes. A group of college students in the TEFL program at a local public university in Mar del Plata, Argentina, responded to a questionnaire that reflected the different written feedback practices teachers typically use to assess students’ writing skills. The objective of the study was two-fold: (i) to find out students’ views and preconceptions regarding the feedback received, and explore the extent to which they find it useful to improve their writing skills. (ii) To observe whether these views change as students become more expert writers. Preliminary results show that both inexpert and more expert students value teacher feedback and give great importance to direct and focused feedback related to language accuracy.
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