The importance of written feedback on L2 student writing is widely accepted. What seems to be unclear is which form of feedback proves to be most effective. In tertiary education settings where the medium of instruction is English, instructors of academic writing are also challenged with making decisions in prioritizing between genre-specific and L2-specific feedback. Despite the fact that genre-specific and language-specific feedback is constantly given to student writing, much of the end-product still includes mistakes ranging from minor grammatical errors to major genre-specific problems. This study was carried out to determine to what extent postgraduate students revise their drafts according to the feedback given on their writing. A number of essays were collected at the end of the semester, consisting of a first draft with instructor feedback and a second final draft produced according to this feedback. Types of written feedback provided by the instructor were examined and were related to the quality of response given by students in their final draft. Taking the findings of this examination into consideration, ways by which written feedback on postgraduate student writing can be adjusted in order to optimize student uptake were identified.
Filiz Etiz, Middle East Technical University, Turkey
Stream: Language education
This paper is part of the ECLL2015 Conference Proceedings (View)
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