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Conclusion and Final Remarks

  • Salah TroudiEmail author
  • Susan Riley
Chapter
  • 22 Downloads

Abstract

In its first part, this chapter concludes the book and offers final comments on the status of feedback practices in the represented countries in this volume. The second part addresses teachers and students’ perceptions of the effectiveness of written feedback. The question of whether feedback leads to a noticeable improvement in the quality of the final product remains a challenge faced by many teachers. However, this does not undermine the unquestionable role of feedback in the whole writing process.

Keywords

Feedback practices Writing improvement Feedback effectiveness Teachers’ perceptions Students’ perceptions 

References

  1. Al-Harbi, N. (2017). Investigation into the academic writing difficulties of Saudi postgraduate students. Unpublished doctoral thesis, University of Exeter, UK.Google Scholar
  2. Evans, N., Hartshorn, K., McCullum, R., & Wolfersberger, M. (2010). Contextualizing corrective feedback in second language writing pedagogy. Language Teaching Research, 14(4), 445–463.CrossRefGoogle Scholar
  3. Han, Y. (2019). Written corrective feedback from an ecological perspective: The interaction between the context and individual learners. System, 80, 288–303.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2020

Authors and Affiliations

  1. 1.Graduate School of EducationUniversity of ExeterExeterUK

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