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ELT Journal 1990 44(4):279-285; doi:10.1093/elt/44.4.279
© 1990 by Oxford University Press
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Providing productive feedback

Ken Hyland

a lecturer in the Department of Language and Communication Studies at the University of Technology, in Papua New Guinea. He has an MA in Applied Linguistics from Birmingham University and has taught EFL and ESP in Britain, Sudan, the Middle East, and Malaysia. His particular interests include text analysis, spoken discourse, and the application of discourse concepts to communication skills.

Many teachers find marking to be a tedious and unrewarding chore. While it is a crucial aspect of the classroom writing process, our diligent attention and careful comments only rarely seem to bring about improvements in subsequent work. To ensure that marking becomes an effective tool in our teaching programmes, then, we must persuade students to act on the feedback we provide. The alternative feedback methods suggested here offer explicit information about teacher expectations and encourage students to go back and reassess their work. ‘Minimal marking’ and taped commentary can therefore be considered as ‘interactive’ feedback styles.


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