Teachers’ Feedback Practices in Second Language Academic Writing Classrooms

Carlo Magno · Arceli M. Amarles

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EFL/ESL Teaching and Learning Student Assessment and Feedback Discourse Analysis in Language Studies

Abstract

This study provides support for the hypothesized factors of feedback practices (feedback on form, content, and writing style) employed by writing teachers in second language academic writing classes. Participants were 380 college students in a university in the Philippines who were enrolled in English academic writing classes. A 30-item questionnaire containing teachers feedback practices were administered among students. Using Confirmatory Factor Analysis, the three categories of feedback employed by writing teachers in academic writing classes were supported (2=1409.49, df=402, 2/df=3.5, RMR=.05, GFI=.96, CFA=.92, RMSEA=.08). Results furthershowed convergence of the three factors. The actual measure of feedback attained precision where the TIF curve covers 95% of the distribution. Pedagogical implications on the use and types of feedbacks employed in the language classrooms were discussed in this paper.

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2005The effect of different types of corrective feedback on ESL student writing 1997The Influence of Teacher Commentary on Student Revision 2009Linguistic Features of Writing Quality 2001Sugaring the pill 2008The value of written corrective feedback for migrant and international students 2012Teacher response to student writing: focus on form versus content 2008Ten mismatches between teachers' beliefs and written feedback practice 1994Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing

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