DOI: 10.5176/2251-3566_L317.65
Authors: Ms. Nadia Tarique Haque
Abstract: A major transformation that L2 writing has undergone over the last few decades is its interpretation as a recursive and learner-centered process. Instead of treating L2 writing as “a mere transcription of pre-formulated ideas” (Zhang, 1995, p.209), the process-approach has divided writing into smaller steps that create an opportunity for the teachers and the students to read, reflect and respond to others as well as their own texts. In colleges, students are often required to revise and write multiple drafts, and under such circumstances, assessing the extent and type of revisions being made in response to a particular type/ combination of feedback is crucial for understanding which feedback impacts L2 writers and their texts most effectively. The present study examined 65 college ESL students’ perceptions regarding the effectiveness of teacher, peer and combined feedback, and the impact of each feedback type on the quantity and quality of revisions made. The pre-test scores, multi-draft essays, and questionnaire and group-discussion responses were examined, and the findings show that feedback (in general) played an essential role in the revision of the student texts. The type and quality of the teacher’s feedback was noticeably more comprehensive, definite and better than peer feedback and consequently, resulted in better and effectual revisions. The students preferred and incorporated most of the feedback given by their teacher; hence, the essays written after teacher feedback received better marks. Despite the students’ familiarity with peer-review activities, its usefulness was only acknowledged with some reservations.
Keywords: L2 writing, Feedback, students’ preferences, Teachers feedback, peer feedback, combined feedback
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