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Feedback in EFL Writing at Tertiary Level: Teachers' and Learners' Perceptions
| Content Provider | Semantic Scholar |
|---|---|
| Author | Azad, Abul Kalam |
| Copyright Year | 2012 |
| Abstract | Feedback is seen as an essential aspect of second language writing pedagogy. Teachers spend a lot of time in correcting and commenting on students’ writings. Learners also expect feedback on their writings in order to know their strengths and weaknesses. Despite its central role in second language writing, research on feedback has produced conflicting results. The present study through a survey explores Bangladeshi EFL university teachers’ and learners’ perceptions of the issue of feedback. The results of the survey indicate that both the teachers and learners have very positive attitude towards corrective feedback and they pay considerable attention on feedback on form. Regarding the strategy for providing feedback, both the teachers and learners prefer direct feedback to indirect feedback and learners prefer teacher feedback to peer feedback. Some obstacles such as large class size, teachers' heavy workload, learners' lack of motivation also came up in the study, which pose challenge to teachers in providing effective feedback to student writers. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://asaub.edu.bd/data/asaubreview/v6n1sl11.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
