The impact of explicit teacher feedback on micro and macro level features of the performance of the EFL students in descriptive writing
Teacher feedback is an essential aspect of any English language writing course. This is especially true now with the predominance of the process approach to writing that requires some kind of second party feedback, usually the instructor, on student drafts. Kroll describes feedback as one of the two...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Marsland Press
2011
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| Online Access: | http://psasir.upm.edu.my/id/eprint/13793/ http://psasir.upm.edu.my/id/eprint/13793/1/The%20impact%20of%20explicit%20teacher%20feedback%20on%20micro%20and%20macro%20level%20features%20of%20the%20performance%20of%20the%20EFL%20students%20in%20descriptive%20writing.pdf |
| _version_ | 1848842211968417792 |
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| author | Soori, Afshin Abd. Samad, Arshad Abu Bakar, Kamariah |
| author_facet | Soori, Afshin Abd. Samad, Arshad Abu Bakar, Kamariah |
| author_sort | Soori, Afshin |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | Teacher feedback is an essential aspect of any English language writing course. This is especially true now with the predominance of the process approach to writing that requires some kind of second party feedback, usually the instructor, on student drafts. Kroll describes feedback as one of the two components most central to any writing course with the other being assignments the students is given. Although teacher feedback seems an ideal one and most preferred by many students in second language instruction, its fruitfulness in developing students’ writing is not so crystal clear. Moreover, many unanswered questions remain regarding micro and macro level features which have not been adequately attended by researchers. It seems the answers to these questions are not convincing, and there is a gap in this area. So, to fill the gap an investigation should be conducted to inform of whether this leads to improving the students’ overall writing quality. |
| first_indexed | 2025-11-15T07:55:32Z |
| format | Article |
| id | upm-13793 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T07:55:32Z |
| publishDate | 2011 |
| publisher | Marsland Press |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-137932018-08-14T08:33:26Z http://psasir.upm.edu.my/id/eprint/13793/ The impact of explicit teacher feedback on micro and macro level features of the performance of the EFL students in descriptive writing Soori, Afshin Abd. Samad, Arshad Abu Bakar, Kamariah Teacher feedback is an essential aspect of any English language writing course. This is especially true now with the predominance of the process approach to writing that requires some kind of second party feedback, usually the instructor, on student drafts. Kroll describes feedback as one of the two components most central to any writing course with the other being assignments the students is given. Although teacher feedback seems an ideal one and most preferred by many students in second language instruction, its fruitfulness in developing students’ writing is not so crystal clear. Moreover, many unanswered questions remain regarding micro and macro level features which have not been adequately attended by researchers. It seems the answers to these questions are not convincing, and there is a gap in this area. So, to fill the gap an investigation should be conducted to inform of whether this leads to improving the students’ overall writing quality. Marsland Press 2011 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/13793/1/The%20impact%20of%20explicit%20teacher%20feedback%20on%20micro%20and%20macro%20level%20features%20of%20the%20performance%20of%20the%20EFL%20students%20in%20descriptive%20writing.pdf Soori, Afshin and Abd. Samad, Arshad and Abu Bakar, Kamariah (2011) The impact of explicit teacher feedback on micro and macro level features of the performance of the EFL students in descriptive writing. Life Science Journal, 8 (3). pp. 572-576. ISSN 1097-8135; ESSN: 2372-613X http://www.lifesciencesite.com/lsj/life0803/ 10.7537/marslsj080311.89 |
| spellingShingle | Soori, Afshin Abd. Samad, Arshad Abu Bakar, Kamariah The impact of explicit teacher feedback on micro and macro level features of the performance of the EFL students in descriptive writing |
| title | The impact of explicit teacher feedback on micro and macro level features of the performance of the EFL students in descriptive writing |
| title_full | The impact of explicit teacher feedback on micro and macro level features of the performance of the EFL students in descriptive writing |
| title_fullStr | The impact of explicit teacher feedback on micro and macro level features of the performance of the EFL students in descriptive writing |
| title_full_unstemmed | The impact of explicit teacher feedback on micro and macro level features of the performance of the EFL students in descriptive writing |
| title_short | The impact of explicit teacher feedback on micro and macro level features of the performance of the EFL students in descriptive writing |
| title_sort | impact of explicit teacher feedback on micro and macro level features of the performance of the efl students in descriptive writing |
| url | http://psasir.upm.edu.my/id/eprint/13793/ http://psasir.upm.edu.my/id/eprint/13793/ http://psasir.upm.edu.my/id/eprint/13793/ http://psasir.upm.edu.my/id/eprint/13793/1/The%20impact%20of%20explicit%20teacher%20feedback%20on%20micro%20and%20macro%20level%20features%20of%20the%20performance%20of%20the%20EFL%20students%20in%20descriptive%20writing.pdf |