EFL Students’ Perceptions of Teacher Feedback and Intra-Feedback in Writing Essays

Author:

Kazemi Maryam1,Abadikhah Shirin1,Dehqan Mahmood1

Affiliation:

1. University of Mazandaran, Iran

Abstract

This study examines EFL students’ perceptions of teacher feedback and intra-feedback in writing essays in an EFL university context. Traditionally, teachers who were considered more knowledgeable provided feedback to students' writing. Recently, peer feedback is considered as an alternative form of feedback, which involves a dynamic process of reviewing and discussing one another’s text in a writing class. Intra-feedback, another form of peer feedback, is a reviewer-oriented practice in which two reviewers discuss their comments provided individually on the composition of another student. This paper investigates 21 EFL students’ perceptions of teacher feedback and peer feedback using intra-feedback technique. Both quantitative and qualitative data were collected using a questionnaire and follow-up semi-structured interviews. The results of the questionnaire indicated that students perceived teacher feedback to be most useful in improving the content, organization and language of their essays. From the interviews with the students, their preferences toward feedback provider, feedback focus, feedback provision and intrafeedback inclusion were elicited. Some pedagogical implications for the EFL writing instruction can be made including creation of opportunities for students to become aware of effective reviewing techniques, improvement of peer feedback quality and increasing students’ confidence and critical thinking.

Publisher

Khazar University Press

Subject

General Medicine

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Students’ uptake and perspectives on teacher and peer feedback on written assignments;Learning and Teaching in Higher Education: Gulf Perspectives;2022-10-25

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