TEACHER FEEDBACK AND PEER FEEDBACK IN ESL WRITING CLASSES
Authors
Karimberganova Mahfuza Matyaqub qizi
Safarova Mashhura Dilmurodovna
Publication Information
Metrics
Abstract
This study investigates students’ perceptions of teacher feedback and peer feedback in English as a Second Language (ESL) writing classes. Feedback is widely recognized as an essential component in improving students’ writing performance, motivation, and engagement. The purpose of this research was to examine students’ preferences for different types of feedback and their impact on the learning experience. A quantitative research design was employed, and data were collected through a structured questionnaire consisting of multiple-choice and Likert-scale items. The participants were 20 undergraduate students at an intermediate level of English proficiency; however, only 14 valid responses were analyzed. The data were examined using descriptive statistics, including percentages and frequency distribution
Keywords
Full Text
Full text unavailable
Please download the PDF file to view the full text
References
[1]
1.Ismail, N., Maulan, S., & Hasan, N. H. (2008). The impact of teacher feedback
[2]
on ESL students’ writing performance. Academic Journal of Social Studies, 8(1), 45
[3]
54.
[4]
2.Lin, G. H. C., & Chien, P. S. C. (2009). An investigation into the effectiveness
[5]
of peer feedback. Journal of Applied Foreign Languages, 3, 79–87.
[6]
3.Loewen, S. (2013). The role of feedback. In S. M. Gass & A. Mackey (Eds.),
[7]
The Routledge handbook of second language acquisition (pp. 24–40). Routledge.