The Role of Written Corrective Feedback in EFL Writing
DOI:
https://doi.org/10.3311/ope.376Absztrakt
There is a great body of literature that indicates that writing is the most difficult language skill in language learning. Students often find it challenging to write a coherent, well thought and well accurate piece of writing because of the various aspects (organization, content, grammar, syntax, word choice) they need to satisfy while writing. For teachers of writing, what matters is not students’ mastery of all these aspects at once, but their ability to write a good piece of writing. This aim is really disregarded once the produced paper receives little or no feedback on students’ writing. Therefore, the proposed paper aims at outlining the different strategies and types of written corrective feedback that English foreign language (EFL) teachers employ to respond to students’ writings, focusing on the definitions, characteristics, advantages and limitations of each strategy and type. Suggestive dimensions of feedback provision and useful tips on implementing good feedback are also addressed.Információk a szerzőről
Abderrahim Mamad
Abderrahim Mamad is from Morocco. He is currently a Ph.D candidate at the Doctoral School of Education, University of Szeged, Hungary. He obtained his bachelor’s degree in TEFL (Teaching of English as a Foreign Language) from Ecole Normale Supérieure-Rabat, and his MA in Applied Linguistics from Moulay Ismail University-Meknes. Abderrahim was a Fulbright FLTA of Arabic language and culture at the University of California Santa Barbara in U.S.A and a former Peace Corps U.S Language and Cross-cultural Facilitator in Morocco. He was also a scholarship holder learning Spanish language at the University of Caldas, Colombia. He has participated in many conferences and workshops. His three major fields of interest are Applied Linguistics, TEFL, and Education.
