ESL writers and feedback: giving more autonomy to students

Abstract

Using data from a qualitative study into the effects of feedback on ESL writers, this paper looks at the peer and teacher feedback offered to individual writers. The paper suggests that teachers sometimes also override student concerns and decisions on use of feedback, even when peer feedback, which appears to allow for more student participation in the feedback process is involved. It focuses on the cases of two students, whose use of feedback and interactions with their teachers raise questions relating to the ownership of their writing and revision processes. It is sugggested that teacher interventions may lead to students relinquishing control of their writing and revision processes, as well as their written products. The paper suggests that in some circumstances, teachers should encourage students to take more responsibility for their own writing, by allowing them to make their own decisions about their use and sources of feedback.