The Provision of Feedback on EAP Writing

Abstract

The most appropriate quantity of both constructive feedback and praise have been under researched. In addition, it has been suggested that feedback should be individually targeted to each learner. However, research has lagged behind pedagogical practice and there is a lack of research identifying the effects of student-led feedback processes.

Appendices

The Research Questions

• 1. What is the optimum amount of constructive feedback for learners to receive on their writing?

• 2. What is the optimum amount of praise for learners to receive on their writing?

• 3. To what extent is it possible to encourage learners to become more autonomous through feedback provision?

• 4. How can different forms of feedback change a learner’s writing processes?

• 5. Does the format of a feedback sheet affect the types of feedback learners request?

• 6. How does the format of a feedback sheet affect learners’ reflective processes?

• 7. Does self-assessment affect the types of feedback learners request?

• 8. Does the method of providing feedback affect the types of feedback learners request?

• 9. How does the method of providing feedback affect learners’ reflective processes?

• 10. How does self-assessment affect the affective effect of teacher feedback?

Suggested Resources

Ferris, D. (2003). Response to Student Writing: Implications for second language students. Lawrence Erlbaum Associates.

This book starts by providing an overview of the history of second language writing and the way in which the field emerged out of the L1 composition field. It provides a comprehensive review of literature on teacher feedback, error correction and peer feedback, before providing several chapters of specific pedagogical suggestions for teachers who would like to improve their practice in providing teacher feedback, providing error correction or implementing peer feedback in their classrooms. This is a very useful reference book for understanding and critical analysis of the literature in the area of providing feedback to second language writers.

Hyland, K. & Hyland, F. (2006). Feedback in Second Language Writing: Contexts and issues. Cambridge University Press.

This is an edited collection of studies on providing feedback on second language writing. It contains a number of important studies in the area, covering topics such as appropriation of student writing through feedback, electronic feedback, providing feedback through teacher student conferences, providing feedback to writing portfolios, the development of learner autonomy through feedback provision, and contextual and interpersonal variables in the provision of feedback. This book takes a deeper look at feedback than most other books in the area, considering the importance of socio-cultural and interpersonal factors and the crucial role of context rather than merely the effect of feedback on grammatical accuracy.

Crusan, D. (2010). Assessment in the second language writing classroom. University of Michigan Press.

This is a comprehensive practical sourcebook for teachers who are interested in applying sound assessment practices in their classrooms. The book starts with the history and theoretical background of the assessment of writing before introducing all the different considerations at play when we assess students’ written work. The book then provides practical guidance on how to design assessment tasks and tools, as well as how to limit bias in writing assessment. Finally, large scale writing tests are introduced and current and future applications of technology in the assessment of writing are evaluated. This book offers very practical guidance on a wide range of methods of assessing writing that can be applied by classroom practitioners.

Ferris, D. & Hedgcock, J. (2014). Teaching ESL composition: Purpose, process and practice. Routledge.

This book provides a broad overview of overarching themes in the field of writing in an additional language. It describes different groups of students who often learn to write in an additional language and the different contexts in which they often study. It provides a general overview of the broad theories of learning, both cognitive and pedagogical, as well as how to plan a curriculum for a course on writing in an additional language. It provides an overview of classroom assessment practices, and the provision and facilitation of feedback on writing. The final two chapters zoom in on the micro-level of the L2 writing classroom and focus on how to provide feedback on issues related to language accuracy and how to incorporate a focus on form in a composition classroom context. In providing an overview of a large number of concepts, pedagogical ideas and practices, it is a useful introductory guide for those who do not have background in the area of teaching writing.

Bitchener, J., Storch, N. & Wette, R. (2017). Teaching writing for academic purposes to multilingual students: Instructional approaches. Routledge.

This book focusses specifically on the effective (and ineffective) instructional approaches in the context of EAP writing. The book is a collection of chapters from big names in the field of L2 writing. The areas covered include instructional approaches in EAP in the university context, instructional approaches in genre-based instruction, and instructional approaches to increasing language accuracy in writing. The book is not presented as a cohesive text to be read from cover to cover, but rather as a reference book. I personally would strongly recommend reading the two final chapters of the book: Future research in EAP and Epilogue, even if time does not allow for reading the entire volume.