IRANIAN EFL LEARNERS’ REACTIONS TO DIFFERENT FEEDBACKS IN WRITING CLASSROOMS: TEACHER WRITTEN COMMENTS (TWC) VS. PEER WRITTEN COMMENTS (PWC)

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RABIEE MITRA

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Journal: THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE Year:2010 | Volume:3 | Issue:2 (7) Page(s): 182-204

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Information Journal Paper

Title

IRANIAN EFL LEARNERS’ REACTIONS TO DIFFERENT FEEDBACKS IN WRITING CLASSROOMS: TEACHER WRITTEN COMMENTS (TWC) VS. PEER WRITTEN COMMENTS (PWC)

Author(s)

RABIEE MITRA | Issue Writer Certificate

Keywords

COMMUNICATIVE LANGUAGE LEARNING (CLL)Q3

PARAGRAPHQ3

PEER FEEDBACKQ3

TEACHER FEEDBACKQ3

WRITING INSTRUCTIONQ3

Abstract

The teaching of writing has recently begun to move away from a concentration on the written product to an emphasis on the process of writing. Feedback is a fundamental element of the process approach to writing. It can be defined as input from a reader to a writer with the effect of providing information to the writer for a revision. This study reports on the effectiveness of two types of feedback provided by two different sources– the teacher and the peers– on students’ overall writing quality in an EFL context. To fulfill such an aim, a group of 60 Iranian Persian native speakers aged between 22 and 25 majoring in English Translation were chosen from among a greater population of 98. They were assigned to three homogeneous groups based on their scores on Oxford Placement Test (OPT) and a sample writing assignment on a given topic by emphasizing the expository genre through providing some reasons. They covered five topics before and after receiving feedback– ten written texts– in the span of a 15-week semester. Then, the papers were rated analytically. The findings revealed that feedback had a noticeable effect on the students’ draft editing, and of the two sources of feedback, the students benefited from teacher’s feedback more than their peers’ feedback. Other possible implications interpreted from this study supported the occurrence of a change in students’ roles in communicative foreign language learning settings and that, they could take the role of autonomous learners and turn into common respondents to other students’ writings and in this way their L2 knowledge construction and implementation increased.

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APA: Copy

RABIEE, MITRA. (2010). IRANIAN EFL LEARNERS’ REACTIONS TO DIFFERENT FEEDBACKS IN WRITING CLASSROOMS: TEACHER WRITTEN COMMENTS (TWC) VS. PEER WRITTEN COMMENTS (PWC). THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, 3(2 (7)), 182-204. SID. https://sid.ir/paper/181376/en

Vancouver: Copy

RABIEE MITRA. IRANIAN EFL LEARNERS’ REACTIONS TO DIFFERENT FEEDBACKS IN WRITING CLASSROOMS: TEACHER WRITTEN COMMENTS (TWC) VS. PEER WRITTEN COMMENTS (PWC). THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE[Internet]. 2010;3(2 (7)):182-204. Available from: https://sid.ir/paper/181376/en

IEEE: Copy

MITRA RABIEE, “IRANIAN EFL LEARNERS’ REACTIONS TO DIFFERENT FEEDBACKS IN WRITING CLASSROOMS: TEACHER WRITTEN COMMENTS (TWC) VS. PEER WRITTEN COMMENTS (PWC),” THE JOURNAL OF ENGLISH LANGUAGE PEDAGOGY AND PRACTICE, vol. 3, no. 2 (7), pp. 182–204, 2010, [Online]. Available: https://sid.ir/paper/181376/en

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