A comparison of teachers’ and learners’ views on feedback strategies used in the writing process

Abstract

The process of writing is defined, by various researchers, as a slow, dynamic and recursive process which is continuous (Gay, 1992; Perl, 1994). The process consists of a cycle of re-seeing, re-creating and reformulating one's writing task in order to clarify and structure one's thinking. This process requires, thus, a view which defines writing as an ongoing process, a text that may be improved on at every point of contact. Although researchers do not agree on the value and effect of feedback on learners' writing, teachers and learners alike believe that feedback on learners' writing will help them (learners) to improve their writing. Various feedback strategies are used by teachers with the intention of giving learners guidance and cues on how to improve their writing. This view is also held by a number of researchers who agree that feedback is central to the process of teaching and learning to write (Dheram, 1995; Tchudi, 1997; Hyland, 1990; Muncie, 2000). A number of studies, including this study, are conducted in order to find effective feedback strategies which will help learners to improve their writing. The purpose of this study was to: • determine what feedback strategies teachers currently use to evaluate student writing (e.g. narrative and argumentative essays). • determine when feedback is given to the student writer. • determine how feedback is given on the student's writing.

• determine what the teachers' perspectives are on the value of feedback on student writing. • determine what the learners' perspectives are on the value of feedback on student writing. • Give suggestions for the development of effective feedback strategy practices. The results indicate that: • Teachers still use feedback strategies which are product-oriented despite the change in focus to the process approach to writing. • Teachers still dominate the writing process as sole readers and "judges". Learners are not given a chance to participate in the assessment of their writing, or the writing of their peers. • Teachers still assess the product rather than the process. • A discrepancy exists between the teachers' feedback practice and that recommended by research. • A discrepancy exists between teachers' and learners' perspectives on the value of feedback. The results suggest a need for: • Increased learners' participation in the assessment of their writing. • An agreement between teachers and learners on feedback strategies to be used. • Contextualised feedback comments followed by subsequent revision. • Teachers' and learners' collaboration in producing a written text. • Continuous feedback dialogue between teachers and learners. • Emphasising the process rather than the product