The Effect of EFL Correction Practices on Developing Moroccan Students’ English Writing Skills
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This chapter investigates the effect of self-review, peer review and teacher feedback on the English narrative writing skills of EFL students of different proficiency levels. It particularly focuses on the correction of content (story grammar) and form (grammar accuracy). Two lecturers and six first-year students at a Moroccan university of different writing ability (two high-level, two mid-level and two low-level) participated in the study. The students were asked to write timed narrative essays and then correct their drafts, in untimed conditions, based on self-review (by means of a checklist), peer review and lecturer feedback. They also expressed their views on the three types of feedback through a think-aloud protocol. Our findings suggest that the higher the ability level, the more self-corrections take place. The benefits of peer review are largely determined by student ability level. While lecturer review seems to better address accuracy, salience is a determinant factor: the more salient the teacher’s feedback is, the more students correct their drafts accordingly. Results of the think-aloud protocol suggest that unlike high-ability and medium-ability students, low-ability students tend to lack trust in their peers’ feedback. Moreover, content was neglected by both students and lecturers in our study and thus very little change was identified across students’ drafts.
KeywordsFeedback practices Error correction EFL writing Morocco Narratives
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