Pre-university students’ strategies in revising ESL writing using teachers’ written ccorrective feedback
English Language writing teachers have always corrected students’ writing, hoping that their efforts would help students to write better. Students, on the other hand, may use the teacher’s feedback to improve their writing. Teachers’ strategies in giving feedback have been researched extensively,...
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| Format: | Article |
| Language: | English |
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UPM Press
2015
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| Online Access: | http://irep.iium.edu.my/45736/ http://irep.iium.edu.my/45736/1/25_JSSH_Vol_23_%284%29_Dec_2015_pg1167-1178_%28JSSH_1252-2015%29.pdf |
| _version_ | 1848782839406919680 |
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| author | Razali, Khairil Azwar |
| author_facet | Razali, Khairil Azwar |
| author_sort | Razali, Khairil Azwar |
| building | IIUM Repository |
| collection | Online Access |
| description | English Language writing teachers have always corrected students’ writing, hoping that
their efforts would help students to write better. Students, on the other hand, may use the
teacher’s feedback to improve their writing. Teachers’ strategies in giving feedback have
been researched extensively, as compared to students’ strategies in revising their writing.
The objectives of this study are to find out the most common strategy used by the students,
and further, to determine which strategy is considered as being the most effective. A
qualitative approach was used in this study, where data were collected from the analysis
of students’ opinion-based essays and retrospective interviews. The study revealed that
the most common strategy used was closely follow because students believed that they
needed to make sure the revised essays were error-free. The results also showed that the
same strategy was considered as being successful as many of the revised WCF were error free.
The results implied that even though students may successfully revise the essay, they
may not necessarily understand the nature of the errors committed. It is recommended
that teachers give written corrective feedback with oral feedback and this should be done
while students are writing the essay, in line with Flower-Hayes Cognitive Process Theory
of Writing. |
| first_indexed | 2025-11-14T16:11:50Z |
| format | Article |
| id | iium-45736 |
| institution | International Islamic University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T16:11:50Z |
| publishDate | 2015 |
| publisher | UPM Press |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | iium-457362018-05-21T03:38:14Z http://irep.iium.edu.my/45736/ Pre-university students’ strategies in revising ESL writing using teachers’ written ccorrective feedback Razali, Khairil Azwar LB1025 Teaching (principles and practices) English Language writing teachers have always corrected students’ writing, hoping that their efforts would help students to write better. Students, on the other hand, may use the teacher’s feedback to improve their writing. Teachers’ strategies in giving feedback have been researched extensively, as compared to students’ strategies in revising their writing. The objectives of this study are to find out the most common strategy used by the students, and further, to determine which strategy is considered as being the most effective. A qualitative approach was used in this study, where data were collected from the analysis of students’ opinion-based essays and retrospective interviews. The study revealed that the most common strategy used was closely follow because students believed that they needed to make sure the revised essays were error-free. The results also showed that the same strategy was considered as being successful as many of the revised WCF were error free. The results implied that even though students may successfully revise the essay, they may not necessarily understand the nature of the errors committed. It is recommended that teachers give written corrective feedback with oral feedback and this should be done while students are writing the essay, in line with Flower-Hayes Cognitive Process Theory of Writing. UPM Press 2015 Article PeerReviewed application/pdf en http://irep.iium.edu.my/45736/1/25_JSSH_Vol_23_%284%29_Dec_2015_pg1167-1178_%28JSSH_1252-2015%29.pdf Razali, Khairil Azwar (2015) Pre-university students’ strategies in revising ESL writing using teachers’ written ccorrective feedback. Pertanika Journal of Social Science & Humanities, 23 (4). pp. 1167-1178. ISSN 0128-7702 http://pertanika.upm.edu.my/Pertanika%20PAPERS/JSSH%20Vol.%2023%20(4)%20Dec.%202015/25%20JSSH%20Vol%2023%20(4)%20Dec%202015_pg1167-1178%20(JSSH%201252-2015).pdf |
| spellingShingle | LB1025 Teaching (principles and practices) Razali, Khairil Azwar Pre-university students’ strategies in revising ESL writing using teachers’ written ccorrective feedback |
| title | Pre-university students’ strategies in revising ESL writing
using teachers’ written ccorrective feedback |
| title_full | Pre-university students’ strategies in revising ESL writing
using teachers’ written ccorrective feedback |
| title_fullStr | Pre-university students’ strategies in revising ESL writing
using teachers’ written ccorrective feedback |
| title_full_unstemmed | Pre-university students’ strategies in revising ESL writing
using teachers’ written ccorrective feedback |
| title_short | Pre-university students’ strategies in revising ESL writing
using teachers’ written ccorrective feedback |
| title_sort | pre-university students’ strategies in revising esl writing
using teachers’ written ccorrective feedback |
| topic | LB1025 Teaching (principles and practices) |
| url | http://irep.iium.edu.my/45736/ http://irep.iium.edu.my/45736/ http://irep.iium.edu.my/45736/1/25_JSSH_Vol_23_%284%29_Dec_2015_pg1167-1178_%28JSSH_1252-2015%29.pdf |