Volume : II, Issue : II, February - 2013

Feedback, Student Collaboration, and Teacher Support In English as a Foreign Language Writing

Raj Khatri

Abstract :

The present study attempts to determine whether regular feedback, both written and verbal, student collaboration and teacher support help students improve their writing skills in an intensive EFL writing skills program. For this study, twenty four students from grade 12 of different private schools in Nepal were taught the skills to write narrative essays within a fixed time (fifty minutes for each essay) five days a week for three months in an intensive writing program. The students were taught the writing course by two Non Native English Speaking Teachers (NNESTs) three hours daily at a language institute in Kathmandu, Nepal. Feedback modes such as error correction and detailed written and verbal comments were constantly given to make them aware of their errors, discuss these errors with fellow classmates and the teachers, correct them with support from their teachers, and thus, enhance their linguistic and content accuracies. They were tested on their writing skills at the beginning and at the end of the treatment period, so pre-test and post-test were the instruments used for the research. The results indicate that rewriting activities, when accompanied with written and verbal feedback, student collaboration and teacher support, develop English as a Foreign Language writing skills.

Keywords :

Article: Download PDF   DOI : 10.36106/ijsr  

Cite This Article:

Raj Khatri Feedback, Student Collaboration, and Teacher Support In English as a Foreign Language Writing International Journal of Scientific Research, Vol.II, Issue.II February 2013

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