THE ROLE OF FEEDBACK IN TEACHING WRITING
Keywords:
Key Words: Feedback, writing instruction, formative feedback, summative feedback, peer feedback, teacher feedback, automated feedback, student learning, ESL/EFL.Abstract
Abstract: This article discusses the role of feedback in teaching writing. It provides a comprehensive overview of different types of feedback, including formative, summative, peer, teacher, and automated feedback. The article examines the impact of feedback on student learning, highlighting its importance in improving writing skills, enhancing motivation, and developing critical thinking. Additionally, it outlines effective strategies for delivering feedback, such as timeliness, specificity, and encouraging reflection. The challenges educators face in providing feedback, such as time constraints and student reception, are also discussed. This article offers practical advice for teachers aiming to leverage feedback to enhance their students' writing abilities.
References
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153-189.
Brookhart, S. M. (2017). How to Give Effective Feedback to Your Students. ASCD.
Carless, D. (2015). Excellence in University Assessment: Learning from Award-winning Practice. Routledge.
Bitchener, J., & Ferris, D. R. (2012). Written Corrective Feedback in Second Language Acquisition and Writing. Routledge.
Tojiddinova D.Y. Polysemy from the perspective of the scientific study of terminology.
