Abstract
In Academic Writing Courses, there are various ways in which students can receive feedback on their writing: teachers can provide prescriptive feedback (direct error correction), guided developmental feedback (inquiry-based learning process), a combination of both or they can encourage collaborative peer feedback. Constructive peer feedback provided at the opportune time, helps learners to clarify their own ideas, develop a critical eye when reading their classmates’ writing, and nurture reflective thinking. The central question which guided this research was: Which type of feedback do students feel is most beneficial to the writing process? Feedback was provided on two writing assignments mid-semester and at the end of the semester via Google Docs. All comments were written in the Google document so the teacher could monitor the quality of feedback. A survey administered to students at the end of the semester determined which style of feedback students preferred and at which point of the writing process it was most effective. Conclusions point to a combination of different types of feedback at the most opportune times for student to assist with their writing development.
Author Information
Matthew Armstrong, Kyushu University, Japan
Paper Information
Conference: ACE2022
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2022 Conference Proceedings (View)
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To cite this article:
Armstrong M. (2023) Feedback in L2 Academic Writing: Prescriptive or Developmental? ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2023.14
To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.14
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