Term Paper: Indirect Feedback
UNIVERSITY OF THE EAST
Manila
Indirect Feedback in the writing Process
A term paper in EN-112
College Reading and Writing
Submitted to:
Prof. Francis Dizon
Submitted by:
Angel Grace C. Castellano
HR2A
Teacher Written Feedback for L2 Learners’
Writing Development
Vol 12, No 1 (2012)
Silpakorn University
Journal of Social Sciences, Humanities and Arts
I. Introduction
“English is an art that can only be mastered by practice.” As Ramarao bobby said. To be able to master English, you must first master writing. It is to transform abstract ideas into details. Writing entails perfect usage of words to master writing; Learners enhance their senses to develop their skill and ability by interaction. They acquire knowledge by listening attentively, reading productively and writing intellectually. But even so Learners have gaps and problems in writing. Most of the time, they have difficult times when writing. They‘re facing problems caused by deficiency. Therefore, they produced scant details. Professors give informative assessment feedback to learners for them to fill the gaps on their knowledge.
Weaver (2006) has contended, “It is accepted in academic circles that feedback is an essential component in the learning cycle, providing for reflection and development” (p. 379). It is one of the most powerful influences on learning and achievement. Corrective feedbacks intended to provide useful information on how to enhance the quality and to increase the clarity of details for future decisions and development. It addresses learner’s improvement. It is a process in which the professors respond by marking the student’s error in the form of opinions and reactions regarding of the details to be developed.
There are two ways to give feedback; the direct and indirect feedback. “Written Corrective Feedback is a standard method used by most teachers to provide guidance in revising students writing. in fact, for most writing teachers, it is the most
Manila
Indirect Feedback in the writing Process
A term paper in EN-112
College Reading and Writing
Submitted to:
Prof. Francis Dizon
Submitted by:
Angel Grace C. Castellano
HR2A
Teacher Written Feedback for L2 Learners’
Writing Development
Vol 12, No 1 (2012)
Silpakorn University
Journal of Social Sciences, Humanities and Arts
I. Introduction
“English is an art that can only be mastered by practice.” As Ramarao bobby said. To be able to master English, you must first master writing. It is to transform abstract ideas into details. Writing entails perfect usage of words to master writing; Learners enhance their senses to develop their skill and ability by interaction. They acquire knowledge by listening attentively, reading productively and writing intellectually. But even so Learners have gaps and problems in writing. Most of the time, they have difficult times when writing. They‘re facing problems caused by deficiency. Therefore, they produced scant details. Professors give informative assessment feedback to learners for them to fill the gaps on their knowledge.
Weaver (2006) has contended, “It is accepted in academic circles that feedback is an essential component in the learning cycle, providing for reflection and development” (p. 379). It is one of the most powerful influences on learning and achievement. Corrective feedbacks intended to provide useful information on how to enhance the quality and to increase the clarity of details for future decisions and development. It addresses learner’s improvement. It is a process in which the professors respond by marking the student’s error in the form of opinions and reactions regarding of the details to be developed.
There are two ways to give feedback; the direct and indirect feedback. “Written Corrective Feedback is a standard method used by most teachers to provide guidance in revising students writing. in fact, for most writing teachers, it is the most
References: Chi, F. (1999) The Writer, the Teacher, and the Text: Examples from Taiwanese EFL College Students Congress of Applied Linguistics. Retrieved March 10, 2011, ERIC database. Ferris, D. R. (2006) Does Error Feedback Help Student Writers? New Evidence on the Short- and Long-term Effects of Written Error Correction _________. (1997) The Influence of Teacher Commentary on Student Revision Lee. I. (1997) ESL Learners’ Performance in Error Correction in Writing Leki, I. (1991) The Preferences of ESL Students for Error Correction in College Level Writing Classes Miceli, T. (2006) Foreign Language Students’ Perceptions of a Reflective Approach to Text Correction Saito, H. (1994) Teachers’ Practices and Students’ Preferences for Feedback on Second Language Writing: A Case Study of Adult Sträub, R. (1997) Students’ Reactions to Teacher Comments: An Exploratory Study Weaver, M., 2006 Do students value Feedback? Students perceptions of tutors’ written responses. Assessment and Evaluation in highest Education 31(3), pp 379-393 A Case for Direct and Indirect Feedback: The Other Side of Coin direct feedback can be more beneficial to students in some contexts, especially when revising syntax and vocabulary (Miceli, 2006) meaning, and students may express confusion and dissatisfaction with teachers’ feedback Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31, 315–339. (1996) doesn’t believe in the benefits of error correction and argued that this kind of feedback is harmful to students’ fluency and their overall Type | Journal Article | Citation | WEAVER, M., 2006 Surveys of students’ feedback preferences generally indicate that L2 students prefer teacher written feedback to alternative forms such as oral and peer feedback (Saito, 1994; Zhang, 1995).