The impact of teacher written feedback on individual writers

Abstract

This study investigates ESL writers' reactions to and uses of written feedback. Using a case study approach and a variety of data sources including observation notes, interview transcripts and written texts, overall findings on six students' use of written feedback throughout a course will be briefly discussed. The paper then focuses on two student writers who show contrasting patterns of feedback use and who also both become much less positive about their writing during the course. The student revisions after receiving teacher written feedback are analyzed and contextual data is used to gain a deeper understanding of the students' motivations and responses to the feedback. The data show that use of teacher written feedback varies due to individual differences in needs and student approaches to writing. It also appears to be affected by the different experiences students bring with them to the class-room setting. Some implications for teachers giving feedback are also given. It is suggested that there needs to be a more open teacher/student dialogue on feedback, since the data suggest that the feedback situation has great potential for miscommunication and misunderstanding.