Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12323/3783
Title: EFL Students’ Perceptions of Teacher Feedback and Intra-Feedback in Writing Essays
Authors: Kazemi, Maryam
Abadikhah, Shirin
Dehqan, Mahmood
Keywords: Written feedback
Intra-feedback
Teacher and Peer feedback
Students’ perceptions
Issue Date: 2018
Publisher: Khazar University Press
Citation: Khazar Journal of Humanities and Social Sciences
Series/Report no.: Vol. 21;№ 2
Abstract: This study examines EFL students’ perceptions of teacher feedback and intra-feedback in writing essays in an EFL university context. Traditionally, teachers who were considered more knowledgeable provided feedback to students' writing. Recently, peer feedback is considered as an alternative form of feedback, which involves a dynamic process of reviewing and discussing one another’s text in a writing class. Intra-feedback, another form of peer feedback, is a reviewer-oriented practice in which two reviewers discuss their comments provided individually on the composition of another student. This paper investigates 21 EFL students’ perceptions of teacher feedback and peer feedback using intra-feedback technique. Both quantitative and qualitative data were collected using a questionnaire and follow-up semi-structured interviews. The results of the questionnaire indicated that students perceived teacher feedback to be most useful in improving the content, organization and language of their essays. From the interviews with the students, their preferences toward feedback provider, feedback focus, feedback provision and intrafeedback inclusion were elicited. Some pedagogical implications for the EFL writing instruction can be made including creation of opportunities for students to become aware of effective reviewing techniques, improvement of peer feedback quality and increasing students’ confidence and critical thinking.
URI: http://hdl.handle.net/20.500.12323/3783
ISSN: 2223-2613
Appears in Collections:2018, Vol. 21, № 2

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