Teacher feedback and student feedback on writing tasks: A comparative study

Date

2021-01-01

Author

Kırsaç, Elif
Yılmazel, Gizem

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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This research aims to investigate if peer feedback is any different from teacher feedback. The study was conducted in a non-profit foundation university with 40 A1 level preparatory school students. Students were given a writing task and afterward, they were asked to give feedback on their peers’ papers by using error codes provided by the teacher. At the same time, teachers gave feedback to the same papers by using the same error correction codes. Data were collected by means of a writing task which was supported by written feedback from students and analyzed through a comparative approach. By the end of these sessions, the focus of students and teachers were investigated to find out if they gave importance to the same issues. The results revealed that teachers used more correction codes than the learners and students mostly corrected surface level mistakes and this includes codes regarding language use.

Subject Keywords

Peer feedback, Teacher feedback, Writing feedback, Second language acquisition, Language assessment

URI

http://www.universitypublications.net/jte/0901/pdf/P9G85.pdf
https://hdl.handle.net/11511/91094

Journal

Journal of Teaching and Education

Collections

Department of Modern Languages, Article

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Citation Formats

E. Kırsaç and G. Yılmazel, “Teacher feedback and student feedback on writing tasks: A comparative study,” Journal of Teaching and Education, pp. 0–0, 2021, Accessed: 00, 2021. [Online]. Available: http://www.universitypublications.net/jte/0901/pdf/P9G85.pdf.