The Impact of Different Types of Teacher Written Feedback on EFL University Studentsû Writing

The Effects of Indirect Feedback on Grammatical Errors in Efl Learner Writing

“…In other words, indirect feedback helped reduce more grammatical error categories and more errors in each category, especially those related to the simple past tense (p = .003). What this seems to indicate is that the current findings reinforce the view of other researchers (Erel, 2007;Greenslade et al, 2006;Kaweera, 2008). Yet, one further issue of theoretical significance should be noted.…”

“…Errors have been divided into two basically broad types, including global and local errors (Ellis, 1997) or treatable and untreatable ones (Ferris, 1999;Ferris & Roberts, 2001). Virtually all the published research has provided corrective feedback on at least 12 error categories (Erel, 2007;Greenslade et al, 2006;Kaweera, 2008). According to these researchers, it is even more important that error categories should not be too broadly constituted since different domains of linguistic knowledge (and therefore different linguistic error categories) are acquired in different ways.…”

“…Numerous studies on the use of indirect feedback in writing classes have shown that indirect feedback can be applied in writing classes to solve the addressed issues (Ezzahouani, 2018;Lee, 2005;Liu, 2008;Kaweera, 2008;Rahmawati, 2017;Setyorini, 2015;Tan & Manochphiyo, 2017;Truong, 2004). Scholar literature reveals that little empirical research has been documented regarding the use of indirect feedback in English writing classes in Vietnamese high schools.…”

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“…The findings gained in this study could therefore be limited to this learner group only, and may not be able to generalize to the larger groups of learners in other contexts. Moreover, the present study has applied the guidelines of feedback types as proposed by Ellis (2008) while there have been a number of scholars proposing different strategies for correcting student writing (e.g., Hattie et al, 1996;Kaweera & Usaha, 2008;Robb et al, 1986). The use of limited types of feedback in this study means that the findings can only reflect the effects of using certain strategies on students' writing improvements; however, the study still lacks the investigation of how other feedback strategies affect students' writing development compared with these strategies.…”

A Comparison of Teacher’s and Senior Students’ Feedback : Student Attitudes and Their Writing Improvement

“…The findings gained in this study could therefore be limited to this learner group only, and may not be able to generalize to the larger groups of learners in other contexts. Moreover, the present study has applied the guidelines of feedback types as proposed by Ellis (2008) while there have been a number of scholars proposing different strategies for correcting student writing (e.g., Hattie et al, 1996;Kaweera & Usaha, 2008;Robb et al, 1986). The use of limited types of feedback in this study means that the findings can only reflect the effects of using certain strategies on students' writing improvements; however, the study still lacks the investigation of how other feedback strategies affect students' writing development compared with these strategies.…”