Evaluation of Time-bound, Summarized Feedback in EFL Writing Class
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The document evaluates the effectiveness of time-bound feedback in EFL writing classes, highlighting that traditional error-focused feedback can discourage students. It presents research questions on the impact of time-bound versus non-time-bound suggestions for improvement and reveals that specific, timely feedback is generally more effective. Limitations include a small sample size and the study being conducted over just one semester.
Evaluation of Time-bound, Summarized Feedback in EFL Writing Class
- 1. INTI. YOUR FUTURE BUILT TODAY Khoo Hooi Shyan Evaluation of Time-bound, Summarized Feedback in EFL Writing Class
- 2. HYE! HYE! HELLO! I am Hooi Shyan From Inti International College Subang Jaya (Malaysia) You can find me at hooishyan.khoo@newinti.edu.my
- 3. 3 3 TEACHER FEEDBACK IN WRITING
- 4. 4 4 TEACHER FEEDBACK IN WRITING
- 5. 5 5 1. Currently the predominant focus of teacher feedback in EFL is on errors and scores (Lee, 2008; 2014) 2. Students, especially weaker students can be discouraged by teacher feedback – red ink and low scores (Lee, 2014) 3. Teachers feeling that their efforts are a waste of time but still burdened by the expectations to provide timely feedback (Lee, 2014) 4. There is a growing belief that the conventional feedback system is problematic and needs a revamp (Lee, 2009; Carless & Winstone, 2020) INTRODUCTION
- 6. 6 6 1. Shared responsibilities between students and teachers are necessary for feedback processes to be effective (Nash & Winstone, 2017) 2. Students need to understand the feedback in order to apply them with the support of teachers in the process (Carless & Winstone, 2020) 3. A combined focus on both language form and content leads to greater improvements than either focus on form or focus on content alone (Biber et al., 2011) 4. A call for tailored feedback to each learner’s needs (Ruegg, 2015) LITERATURE REVIEW
- 7. 7 7 Mediated learning experience (MLE) framework: THEORETICAL FRAMEWORK 1) intentionality / reciprocity 2) transcendence 3) meaning teacher’s deliberate effort to mediate feedback for students • teacher–student interaction (students are actively involved) • transcendence refers to students’ ability to transfer learning from one feedback situation to another significance of the interaction - a sense of achievement
- 8. 8 8 Research Questions: 1. Is it effective to give students suggestions for improvement that is not time-bound in the feedback? 2. Is it effective to give students a single suggestion for improvement within a specified deadline in the feedback? 3.How effective is it to give students a list of suggestions for improvement – in order of importance, within a specified timeline in the feedback? RESEARCH QUESTIONS
- 9. 9 9 • Case study • 6 participants (20 – 24) • upper intermediate level of proficiency • learning English as a Foreign Language • 20 hours a week for 8 weeks • time-bound feedback for 4 written assessments • given time of two weeks to improve on the “mistakes” • compared to a control group of 3 students who received detailed error correction feedback that wasn’t time-bound in the earlier semester METHODOLOGY
- 10. FINDINGS
- 11. 11 11 SAMPLE ESSAY FROM CONTROL GROUP – FIRST ESSAY DATA ANALYSIS AND FINDINGS
- 12. 12 12 SAMPLE ESSAY FROM CONTROL GROUP – SECOND ESSAY DATA ANALYSIS AND FINDINGS
- 13. 13 13 SAMPLE ESSAY FROM CONTROL GROUP – FOURTH ESSAY DATA ANALYSIS AND FINDINGS
- 14. 14 14 SAMPLE ESSAY FROM TREATMENT GROUP – FIRST ESSAY DATA ANALYSIS AND FINDINGS
- 15. 15 15 SAMPLE ESSAY FROM TREATMENT GROUP – SECOND ESSAY DATA ANALYSIS AND FINDINGS
- 16. 16 16 SAMPLE ESSAY FROM TREATMENT GROUP – FOURTH ESSAY DATA ANALYSIS AND FINDINGS
- 17. 17 17 For research question 1, Is it effective to give students suggestions for improvement that is not time-bound in the feedback? Repetition was needed for students in the control group to apply the corrections for similar errors. For research question 2 Is it effective to give students a single suggestion for improvement within a specified deadline? It is effective, especially if it is a minor area of improvement – to use less personal pronouns or not to use present tense in past situations. For research question 3 How effective is it to give students a list of suggestions for improvement – in order of importance, within a specified timeline in the feedback? It is effective for minor areas of improvement but not for wrong word usage or word form errors. DATA ANALYSIS AND FINDINGS
- 18. 18 18 • Small sample size • Study is only for one semester • Other factors might influence the results LIMITATIONS
- 20. 20 20 Biber, D., Nekrasova, T., & Horn, B. (2011). The effectiveness of feedback for L1-English and L2-writing development: A meta- analysis. In TOEFL iBT Research Report 14. Carless, D. & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Linguistics and Education 29, 73-82. Lee, I. (2008b). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing 17, 69–85. Lee, I. (2009). A new look at an old problem: How teachers can liberate themselves from the drudgery of marking student writing. Prospect: An Australian Journal of Teaching/Teachers of English to Speakers of Other Languages (TESOL), 24(2), 34–41. Lee, I. (2014). Revisiting teacher feedback in EFL writing from socio cultural perspectives. TESOL Quarterly 48(1), 201-213. Nash, R., and N. Winstone. 2017. “Responsibility-Sharing in the Giving and Receiving of Assessment Feedback.” Frontiers in Psychology 8: 15-19. Ruegg, R. (2015). The relative effects of peer & teacher feedback on improvement in EFL students’ writing ability. Linguistics and Education 29, 73-82. REFERENCES
- 21. INTI. YOUR FUTURE BUILT TODAY THANK YOU !!