Abstract
This chapter focuses on the teacher feedback as the tool to optimize a second language writing process. Data were gathered from 22 first-year undergraduate students through classroom observations, analysis of writing assignments and processing the questionnaire to ascertain whether teacher feedback could assist students in enhancing their English writing skills. The findings of the study indicate that teacher feedback help students understand the writing process and produce a better written product. However, the findings also suggest that teacher feedback solely does not guarantee desirable progress in writing as a teacher-dependent student is not ready to share the responsibility for learning outcomes. In this case, peer feedback and self-judgment skills can become an effective strategy to enhance students’ self-regulatory skills and bring the necessary improvements.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48, 12–19. https://doi.org/10.1080/00405840802577544.
Bespalko, V. P. (1968). Oпыт paбoты и иcпoльзoвaния кpитepиeв кaчecтвa ycвoeния знaний [The experience and use of performance-based assessment criteria]. Coвeтcкaя пeдaгoгикa, 4, 52–69.
Black, P., & Wiliam, D. (1998). Assessment & classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102.
Boud, D. (1995). Enhancing learning through self-assessment (p. 247). London: Routledge; Kogan Page.
Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 4(31), 399–413. https://www.jhsph.edu/departments/population-family-and-reproductive-health/_docs/teaching-resources/cla-01-aligning-assessment-with-long-term-learning.pdf.
Brookhart, S. M. (2008). How to give effective feedback to your students. ASCD: Alexandria.
Chokwe, J. M. (2013). Factors impacting academic writing skills of English second language students. Mediterranean Journal of Socio Sciences, 14(4), 377–383. https://pdfs.semanticscholar.org/097f/e4c47a7dd69c8e9d3f7aed59d35b4ebd46f2.pdf. https://doi.org/10.5901/mjss.2013.v4n14p377.
Ellis, N. J., & Loughland, T. (2017). Where to next? Examining feedback received by teacher education students. Issues in Educational Research, 27(1), 51–63. http://www.iier.org.au/iier27/ellis.pdf.
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120. https://pdfs.semanticscholar.org/fd8a/7145378b037d793b56679c5bf454a84b97a1.pdf. https://doi.org/10.3102/0034654312474350.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487.
Hidri, S. (2019). Static vs. dynamic assessment of students’ writing exams: A comparison of two assessment modes. International Multilingual Research Journal, 13(4), 239–256. https://doi.org/10.1080/19313152.2019.1606875.
Jang, M. J., & Howard, J. (2016). Using a feedback approach to provide error correction through technology. Research Notes. Cambridge English Language Assessment, 64, 39–45.
Keh, C. L. (1990). Feedback in the writing process: A model and methods for implementation. ELT Journal, 44(4), 294–304. https://doi.org/10.1093/elt/44.4.294.
Lumpkin, A. (2015). Enhancing undergraduate students’ research and writing. International Journal of Teaching and Learning in Higher Education, 1(27), 130–142. http://www.isetl.org/ijtlhe/. https://doi.org/10.1080/07303084.2004.10607300.
Peterson, S. (2010). Improving students writing: Using feedback as a teaching tool. What Works? Research into Practice, 29, 1–4. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Improving_Student_Writing.pdf.
Taggart, A. R., & Laughlin, M. (2017). Affect matters: When writing feedback leads to negative feeling. International Journal for the Scholarship of Teaching and Learning, 2(11), Art. 13. https://doi.org/10.20429/ijsotl.2017.110213.
Truscott, J. (1999). The case for “The case against grammar correction in L2 writing classes”: A response to Ferris. Journal of Second Language Writing, 2(8), 111–122. http://citeseerx.ist.psu.edu/viewdoc/download? https://doi.org/10.1.1.598.1536&rep=rep1&type=pdf.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendices
Appendix 1: Questionnaire
Appendix 2: Samples of Student Writing
Sample 1: An example of a report revealing a student’s problems with developing ideas as well as grammar and language problems.
Most scientific fields have been made over with a revolutionary theory at least once in recent centuries. Such makeovers reorder old knowledge into a new framework. Actually, a revolutional theory is a statement or claim based on scientific discoveries and has a great influence on the future of the Earth and the mankind.
As for the most well-known theories, Big Bang, Gravity, Evolution and Heliocentrism should be named without doubt. Thus, Big Bang is an explosion of heart occured 15 billion years ago and from which the Universe originated;Gravity is the force which makes two objects move towards each other, most commonly when an object falls to the ground;Evolution is gradual change of animals and plants over a long period of time through a process of natural selection and Heliocentrism is the theory of the movement of planets around the sun, not the other way around.
All of these ideas were revolutional, but the theory,which literally turned the world upside-down was Heliocentrism by Copernicus. In fact, it is one of the greatest insights ever, conceived by some ancient Greeks but established only two millennia later. It’s Number 1 because it was the first. Even word revolutionary cames from this theory, as it was only rarely used to mean what it does today before Copernicus put revolutions in the title of his revolutionary book.
Nevertheless, discussing scientific theories, the scientists who discovered that ideas must not be avoided. Actually, humankind is reach for great minds. For instace, everybody knows huge contribution to science made by Albert Einstein, sir Isaak Newton, Nicola Tesla, Steve Jobs, Bill Gates etc. Besides, in one row with such great people stands Galileo Galilei. He is the Italian physicist, mathematician and astronoma, who because of his controversial ideas was accused of heresy. Futhermore, creating one of the first modern telescopes, Galileo revolutionised our understanding of the world, successfully proving the Earth revolves around the Sun and not other way around.
Summing up, scientific theories have turned the world upside-down at the time. Modern humanity have to be aware of the glorious achievement of our greatest minds and use them as role models to develop science every single day and discover new revolutional ideas.
Sample 2: The example showing the above student’s improvement to integrate ideas.
As a result of westernisation, Ukrainian post-soviet family model has changed a lot. There has been a noticeable evolution in the attitudes to marriage and a concept of the family. Thus, even such a conservative formation as a Ukrainian wedlock has evolved under pressure of the western mainstream.
One of the most noticeable changes has been in our attitudes to choosing a partner, as current generation is more open-minded and ready to accept any kind of new-style families. For instance, young people react tolerantly to cohabitation without legal registration of marriage, whereas in the past this kind of relationships was considered a tabbo without any exceptions.
Furthermore, nowadays, attitude to divorces has evolved as well. Until recently, people (especially with kids), who decided to get out of the marriage, were strictly blamed by older generation because of the common stereotypes, which cause only the feeling of inferiority. Today, by contrast, Ukrainian families are up to act as they prefer inside their relationships without any shame. As the result of this change in family traditions, the divorce rate is increasing.
Summing up, worldwide globalization has influenced every country in different ways, it has even changed such a formation as a family, which is a pretty conservative structure. Actually, it means that people have developed their marriage and family life customs by becoming followers of the modern trends. All in all, I am optimistic that we are still evolving and overall the changes strengthen family institution.
Sample 3: An example of a comparison essay showing a product, which is draft 3 writing
Changes in the Ukrainian family traditions
A traditional Ukrainian family life was used to be a very conservative unity. But times are changing and it becomes harder to revive and keep our ancient traditions alive. We become more connected with the foreign cultures. As a result, different customs are mixing and our old rules are no more applicable to the modern life.
One of the most important changes has been in a size of the Ukrainian family. In the imagination of many modern people a large family can be an economic burden. However, a hundred years ago, to have four, six or even more children was quiet common. All family members gave support to both close and distant relatives. As a result, families were big and tight-knit. Nowadays, we have a totally opposite situation. Parents often live busy lives. So they just don’t have enough time to care about a large family. Most commonly, families have two children. And this trend is spread not only in Ukraine, but also in many European countries.
Another significant change has been in attitudes to divorce in Ukraine. It’s not a secret, that our ancestors were very judgmental about divorces. It was unacceptable. A divorced couple lost respect of relatives and friends. Some parents even blamed their children for this reason. Today, our life is much easier. If you feel that your partner can’t ensure a comfortable life for you, it’s not a problem to the sire bond with him by divorcing. You can finish this period of your life with no regrets. You must move on, live a full life and have a freedom to develop. And no one will judge you for it….
Sample 4: An example of an argumentative essay showing a student’s coherent synthesis of 3 sources; the student did not take teacher feedback assistance
The place you feel alive
People are different, and thus their preferences about choosing the place to live in differ too. It’s an everlasting argument, as some may like peaceful villages, while others admire non-stop life of the city dweller. Nonetheless, everyone has a dream spot perfectly suitable for them. Whatever your choice is, each option has its advantages and disadvantages.
Firstly, let’s take a closer look at the reasons why many people are enthusiastic about life in a big city. Undoubtedly, hundreds of opportunities are offered there for those who struggle to advance and conquer new heights. However, bustling onto buses, blaring music and overcrowded streets, which force you to be in close touch with other bodies, may be an annoying problem. Still, it is very individual, as one, on the contrary, feels at one with the world only this way. Secondly, even if harsh life of megalopolis, like New York, doesn’t suit you or sparkling skyscrapers oppress you, don’t worry, there’s a great option for you. For example, Sydney, which is waterborne, provides its dwellers with waterside parks and harbours. Thus, you can have there a relaxing dinner, while enjoying the sea breeze and beautiful scenery, taking the sting out of the ever-lingering heat. ….
Rights and permissions
Copyright information
© 2020 The Author(s)
About this chapter
Cite this chapter
Osidak, V., Kavytska, T., Drobotun, V. (2020). Integrating Teacher Feedback and Assessment to Improve L2 Writing. In: Hidri, S. (eds) Changing Language Assessment. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-42269-1_10
Download citation
DOI: https://doi.org/10.1007/978-3-030-42269-1_10
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-42268-4
Online ISBN: 978-3-030-42269-1
eBook Packages: Social SciencesSocial Sciences (R0)