A Critique on Giving Feedback for English as a Foreign Language (EFL) Students’ Writing
Keywords:
formative feedback, formative online feedback system, peer feedbackAbstract
Giving feedback has still become a controversial issue in language pedagogy. Some experts regard it as a useful practice in language learning and the others claim it as a useless one when it is not delivered correctly and effectively. On the basis of this controversial issue, the purpose of this paper is to review some current findings on giving feedback, that is reviewing the issue of formative feedback, formative online feedback system and peer feedback. The research method used was library research by comparing the current practice of giving feedback in Indonesian context. The result of the research indicated that there were some changes from the conventional practice of giving feedback into the implementation of online feedback system, formative feedback and peer feedback. Three recommendations for changes are proposed as well. These three recommendation are proposed to overcome the problems of the teachers (working too much on giving feedback) as well as the students ( to build communication mechanism, reduce frustration, and confusion) to create less threatening and meaningful learning.
References
• Ellis, R. A Typology of Written Corrective Feedback Types. ELT Journal Volume 63/2 April 2009; doi:10.1093/elt/ccn023.
• Hatziapostolou, T & Paraskakis, I. Enhancing the Impact of Formative Feedback on Student Learning through an Online Feedback System. Electronic Journal of e-Learning Volume 8 Issue 2 2010 (pp111-122) available online at www.ejel.org
• Hyland,F and Hyland K. Sugaring the Pill Praise and Criticism in Written Feedback. Journal of Second Language Writing (Pergamon), vol 10, pp. 185 – 212, 2010
• Lee, I. Feedback Revolution: What Gets in the Way? ELT Journal Volume 65/1 January 2011; doi:10.1093/elt/ccp028 1.
• [2] Lewis, M. Giving Feedback in Language Classes. RELC Portfolio Series 1. SEAMEO Regional Language Center, Singapore, 2002
• Nurmukhamedov, U, & Kim, S.H. ‘Would you perhaps consider . . .’: hedged comments in ESL writing. ELT Journal Volume 64/3 July 2010; doi:10.1093/elt/ccp063.
• Rollinson, P. Using Peer Feedback in the ESL Writing Class. ELT Journal Vol. 59/1 January 2005.
• Shute,Valerie J. Focus on Formative feedback. Review of Educational Research., Vol. 78. No. 1, pp153, 2008
• Sugita, Y, The Impact of Teacher’s Comment Types on Students’ Revision. ELT Journal Vol. 60/1 January 2006.
• Towndrow, P. Reflections of an Online Tutor. ELT Journal Vol. 58/2 April 2004.
Downloads
Published
Issue
Section
License
- Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
- It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
- The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
- The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
