The impact of explicit teacher feedback on micro and macro level features of the performance of the EFL students in descriptive writing

Afshin Soori, Arshad Abd. Samad, Kamariah Abu Bakar

Research output: Contribution to journalArticle

Abstract

Teacher feedback is an essential aspect of any English language writing course. This is especially true now with the predominance of the process approach to writing that requires some kind of second party feedback, usually the instructor, on student drafts. Kroll describes feedback as one of the two components most central to any writing course with the other being assignments the students is given. Although teacher feedback seems an ideal one and most preferred by many students in second language instruction, its fruitfulness in developing students' writing is not so crystal clear. Moreover, many unanswered questions remain regarding micro and macro level features which have not been adequately attended by researchers. It seems the answers to these questions are not convincing, and there is a gap in this area. So, to fill the gap an investigation should be conducted to inform of whether this leads to improving the students' overall writing quality.

Original languageEnglish
Pages (from-to)572-576
Number of pages5
JournalLife Science Journal
Volume8
Issue number3
Publication statusPublished - 2011
Externally publishedYes

Fingerprint

Macros
Students
Feedback
Language
Research Personnel
Crystals

Keywords

  • Explicit teacher feedback
  • Macro level features
  • Micro level features

ASJC Scopus subject areas

  • Biochemistry, Genetics and Molecular Biology(all)

Cite this

The impact of explicit teacher feedback on micro and macro level features of the performance of the EFL students in descriptive writing. / Soori, Afshin; Abd. Samad, Arshad; Abu Bakar, Kamariah.

In: Life Science Journal, Vol. 8, No. 3, 2011, p. 572-576.

Research output: Contribution to journalArticle

@article{6367e14e6f9b4a54996b0ebcc27d3c76,
title = "The impact of explicit teacher feedback on micro and macro level features of the performance of the EFL students in descriptive writing",
abstract = "Teacher feedback is an essential aspect of any English language writing course. This is especially true now with the predominance of the process approach to writing that requires some kind of second party feedback, usually the instructor, on student drafts. Kroll describes feedback as one of the two components most central to any writing course with the other being assignments the students is given. Although teacher feedback seems an ideal one and most preferred by many students in second language instruction, its fruitfulness in developing students' writing is not so crystal clear. Moreover, many unanswered questions remain regarding micro and macro level features which have not been adequately attended by researchers. It seems the answers to these questions are not convincing, and there is a gap in this area. So, to fill the gap an investigation should be conducted to inform of whether this leads to improving the students' overall writing quality.",
keywords = "Explicit teacher feedback, Macro level features, Micro level features",
author = "Afshin Soori and {Abd. Samad}, Arshad and {Abu Bakar}, Kamariah",
year = "2011",
language = "English",
volume = "8",
pages = "572--576",
journal = "Life Science Journal",
issn = "1097-8135",
publisher = "Zhengzhou University",
number = "3",

}

TY - JOUR

T1 - The impact of explicit teacher feedback on micro and macro level features of the performance of the EFL students in descriptive writing

AU - Soori, Afshin

AU - Abd. Samad, Arshad

AU - Abu Bakar, Kamariah

PY - 2011

Y1 - 2011

N2 - Teacher feedback is an essential aspect of any English language writing course. This is especially true now with the predominance of the process approach to writing that requires some kind of second party feedback, usually the instructor, on student drafts. Kroll describes feedback as one of the two components most central to any writing course with the other being assignments the students is given. Although teacher feedback seems an ideal one and most preferred by many students in second language instruction, its fruitfulness in developing students' writing is not so crystal clear. Moreover, many unanswered questions remain regarding micro and macro level features which have not been adequately attended by researchers. It seems the answers to these questions are not convincing, and there is a gap in this area. So, to fill the gap an investigation should be conducted to inform of whether this leads to improving the students' overall writing quality.

AB - Teacher feedback is an essential aspect of any English language writing course. This is especially true now with the predominance of the process approach to writing that requires some kind of second party feedback, usually the instructor, on student drafts. Kroll describes feedback as one of the two components most central to any writing course with the other being assignments the students is given. Although teacher feedback seems an ideal one and most preferred by many students in second language instruction, its fruitfulness in developing students' writing is not so crystal clear. Moreover, many unanswered questions remain regarding micro and macro level features which have not been adequately attended by researchers. It seems the answers to these questions are not convincing, and there is a gap in this area. So, to fill the gap an investigation should be conducted to inform of whether this leads to improving the students' overall writing quality.

KW - Explicit teacher feedback

KW - Macro level features

KW - Micro level features

UR - http://www.scopus.com/inward/record.url?scp=84883517170&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84883517170&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:84883517170

VL - 8

SP - 572

EP - 576

JO - Life Science Journal

JF - Life Science Journal

SN - 1097-8135

IS - 3

ER -