Using written teacher feedback in EFL composition classes

James Muncie ^[1]
1. [1] Hiroshima University
  
  Hiroshima University
  
  Naka-ku, Japón
Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 54, Nº 1, 2000, págs. 47-53
Idioma: inglés
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Resumen
- This article describes some theoretical concerns about providing written teacher feedback on mid-drafts of compositions in process writing. The fact that teachers occupy the roles of ‘expert’ and ‘evaluator’ means that the learners have a much reduced level of choice in deciding whether or not to use that feedback. The subsequent lack of critical involvement with the feedback by the student means that there is less chance of it becoming internalized and having effect beyond the immediate piece of work. Instead, peer feedback is advocated on mid-drafts, and teacher feedback on final drafts. Students are required to produce a summary entitled ‘How I can improve future compositions’, using points from teacher's and peers, which the students then use for reference in writing future work. This is recommended (having been tried with university students in Japan on an academic writing course) as being useful in promoting learner autonomy, while ensuring that the feedback has an effect beyond the immediate composition, thus helping to improve long-term writing ability.