خلاصة:
This study is an attempt to investigate the Iranian TOEFL/IELTS
teachers’ written feedback practices and their perception of written
feedback in writing classes. The examination of the questionnaires given
to 30 TOEFL/IELTS writing teachers and the analysis of their written
feedbacks on 300 students’ essays indicate that although the majority of
the teachers believe that they should provide feedback on the language
(i.e., spelling, grammar, vocabulary, capitalization, and punctuation),
organization (i.e., cohesion, coherence, and unity), and content of
students’ essays, most of their written feedbacks are concerned with the
language of their students’ essays. In fact, a discrepancy was found
between the teachers’ perception and their practice in the provision of
feedback. In addition, although the majority of the teachers believed that
they should give indirect feedback on their students’ writings, most of
their written feedbacks were direct. This lack of harmony between the
teachers’ perception and their practice in providing written feedback calls
for more attention.
ملخص الجهاز:
The examination of the questionnaires given to 30 TOEFL/IELTS writing teachers and the analysis of their written feedbacks on 300 students’ essays indicate that although the majority of the teachers believe that they should provide feedback on the language (i.
Many studies have demonstrated that if students receive feedback from their teachers, their writing accuracy improves over time (Chandler, 2003; Fazio, 2001; Ferris, 2004; Ferris & Roberts, 2001 .
( Studies on feedback to L2 students’ written errors (Bitchener, Young & Cameron, 2005; Ferris & Roberts, 2001; Jacobs, Curtis, Braine, & Huang, 1998; Lundstrom & Baker, 2009) have investigated whether certain types of corrective feedback are more likely to lead to L2 writing improvement.
Examples of direct feedback, adapted from Ferris (2003( In contrast, by providing indirect feedback the teacher indicates that an error has been made but does not provide the proper form, "thereby leaving the student to diagnose and correct it" (Bitchener, Young & Cameron, 2005, p.
1. Frequency of Feedback on Error Types To analyze teacher feedback, frequency counts were totaled for every category of feedback (language, organization, and content) on every draft of the essay written by each student.
Teachers’ Written Feedback Focus (به تصویر صفحه رجوع شود) Percentage and number of feedback types The findings reveal that Iranian TOEFL/IELTS teachers were concerned with the grammatical accuracy and mechanical errors which comprised spelling, punctuation, and capitalization mistakes.
2. Written Feedback on Organization and Content The analysis of the 3542 feedback types shows that teachers focused on language form in their response to student writing.