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ELT Journal 2000 54(1):47-53; doi:10.1093/elt/54.1.47
© 2000 by Oxford University Press
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Using written teacher feedback in EFL composition classes

James Muncie

Currently a Lecturer in English Language Education at Hiroshima University. He has an MSc in Applied Linguistics from the University of Edinburgh, and has experience of teaching English in Greece, Portugal, and the UK, as well as in Japan. Current interests include the teaching of composition and oral fluency, and the effects of wider learner purpose on learning. Email: <muncie{at}ipc.hiroshima-u.ac.jp>

This article describes some theoretical concerns about providing written teacher feedback on mid-drafts of compositions in process writing. The fact that teachers occupy the roles of ‘expert’ and ‘evaluator’ means that the learners have a much reduced level of choice in deciding whether or not to use that feedback. The subsequent lack of critical involvement with the feedback by the student means that there is less chance of it becoming internalized and having effect beyond the immediate piece of work. Instead, peer feedback is advocated on mid-drafts, and teacher feedback on final drafts. Students are required to produce a summary entitled ‘How I can improve future compositions’, using points from teacher's and peers, which the students then use for reference in writing future work. This is recommended (having been tried with university students in Japan on an academic writing course) as being useful in promoting learner autonomy, while ensuring that the feedback has an effect beyond the immediate composition, thus helping to improve long-term writing ability.


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