Pre-recorded Session Oral Presentations (30 minutes)
Oct 23, 2021 01:55 PM - Apr 30, 2022 02:25 PM(Asia/Ho_Chi_Minh)
20211023T1355 20211023T1425 Asia/Ho_Chi_Minh Providing Writing Feedback to ESL Students

A survey on students' writing feedback showed that well over 90% ESL students expressed that they preferred receiving written feedback from teachers to only a single score on their writing. Getting feedback from teachers (both in written and oral form) is believed to be important in partly improving students' writing. The current exploratory research attempts to shed light on a lack of teachers' feedback, and students' expectations from teacher's writing feedback with the use of online surveys and interviews. A dearth of written feedback was reportedly triggered by several barriers such as time constraint, labor-intensiveness, and teaching workload. On the other spectrum, a large majority of students in the research held a strong belief that error correction was critical to improving their writing's accuracy. To put it another way, they were looking forward to comprehensive feedback in terms of grammar, organization of ideas, and better use of high-level vocabulary. Meanwhile, teachers' opinion somewhat diverged from what student's beliefs. Some considered a single score was enough to assess a student's writing ability. The study, therefore, discusses some pedagogical implications and offers teachers some error correction practices to better meet students' needs. Keywords: writing feedback, error correction

Pre-recorded Session VietTESOL International Convention 2022 convention@viettesol.org.vn

A survey on students' writing feedback showed that well over 90% ESL students expressed that they preferred receiving written feedback from teachers to only a single score on their writing. Getting feedback from teachers (both in written and oral form) is believed to be important in partly improving students' writing. The current exploratory research attempts to shed light on a lack of teachers' feedback, and students' expectations from teacher's writing feedback with the use of online surveys and interviews. A dearth of written feedback was reportedly triggered by several barriers such as time constraint, labor-intensiveness, and teaching workload. On the other spectrum, a large majority of students in the research held a strong belief that error correction was critical to improving their writing's accuracy. To put it another way, they were looking forward to comprehensive feedback in terms of grammar, organization of ideas, and better use of high-level vocabulary. Meanwhile, teachers' opinion somewhat diverged from what student's beliefs. Some considered a single score was enough to assess a student's writing ability. The study, therefore, discusses some pedagogical implications and offers teachers some error correction practices to better meet students' needs. Keywords: writing feedback, error correction

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Dr. Hang Nguyen
Lecturer
,
University of Languages and International Studies,Vietnam National University
Teacher of English
,
Rovieng High School
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