| dc.description.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 | en_US |
