Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance

Holistic perspective on Feedback for adult beginners in an online course of Swedish

“…A large amount of productrelated feedback was given on form. The teacher focus on form in the current study supports some previous studies (Gascoigne 2004;Hyland 2003;Montgomery & Baker 2007;Tang et al 2008). Additionally, in the present study, the teacher frequently corrected beginners' spelling mistakes (see Table 2), which has not been reported in previous studies.…”

“…For example, McMartin-Miller (2014) found that students would not accept teachers who did not give feedback at all, and the majority of these students preferred comprehensive error treatment. In studies of reactions to teacher feedback of various types, students indicated that they expected and valued teacher feedback on all aspects of their texts as long as they receive adequate input on grammar (Ferris 1995;Montgomery & Baker 2007). Further, Hyland (2011) and Schulz (2001) found a preference for grammar particularly among students in academic contexts.…”

“…Only few studies have reported some empirical evidence that teachers focus mostly on form-based feedback (Gascoigne 2004;Hyland 2003;Montgomery & Baker 2007;Tang et al 2008).…”

Teachers’ writing proficiency and assessment ability: the missing link in teachers’ written corrective feedback practice in an Iranian EFL context

“…The findings showed that the teachers' WCF practices were not consistent with their beliefs or published research and that the teachers were not well equipped or prepared to help learners to develop self-editing strategies and skills. Montgomery and Baker (2007) reached the same conclusion observing that there was a significant difference between teachers' WCF practices and their beliefs and perceptions. They called for more research examining teachers' WCF self-assessment.…”

“…The samples adopted had been assessed by the IELTS examiners and the scores of 4.5 and 6.5 were given to the letter and essay writing tasks, respectively. Lee (2003), Lee (2008Lee ( , 2009), Montgomery and Baker (2007), Junqueira and Payant (2015), Valmori and De Costa (2016), Nassaji (2012), Tavakoli and Howard (2012), Tavakoli (2015), and Crusan et al (2016). Also, we used the WCF typologies suggested by Ellis (2009).…”