Research Article
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A Synthesis of Qualitative Findings about Feedback on EFL Writing Performance

Year 2017, Volume: 3 Issue: 1, 1 - 17, 05.09.2017

Abstract











Feedback is widely
regarded as essential for the improvement of English as a Foreign Language (EFL)
writing performance. However, previous research in the field has not offered
conclusive data on regarding whom feedback should be provided by, what extent
it should be provided or how it should be provided, etc. The role of different
feedback types such as teacher feedback and peer feedback in EFL writing across
different contexts has been another controversial issue. This study aims to
provide better understanding into what teachers and students experience about
feedback on EFL writing, including how different contexts affect feedback
practices by undertaking a synthesis of the qualitative studies.
Meta-ethnographic approach was used so as to synthesize the qualitative
findings of the included studies. The synthesis revealed that two dimensions of
feedback were highlighted: the contextual factors affecting feedback on EFL
writing and the perceived effects of feedback practices on EFL students’
writing performance. In the lights of the synthesis of qualitative findings of
the included studies, several practical implications are presented in order to
facilitate feedback practices in EFL writing.

References

  • Allen, D., & Katayama, A. (2016). Relative second language proficiency and the giving and receiving of written peer feedback. System, 56, 96-106. doi: 10.1016/j.system.2015.12.002
  • Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40, 282-295. doi:10.1016/j.system.2012.05.001
  • Best, K., Jones-Katz, L., Smolarek, B., Stolzenburg, M., & Williamson, D. (2014). Listening to our students: An exploratory practice study of ESL writing students views of feedback. TESOL Journal, 6(2), 332-357. doi:10.1002/tesj.152
  • Buckingham, L., & Aktuğ-Ekinci, D. (2017). Interpreting coded feedback on writing: Turkish EFL students approaches to revision. Journal of English for Academic Purposes, 26, 1-16. doi: 10.1016/j.jeap.2017.01.001
  • Flemming, K., Mccaughan, D., Angus, K., & Graham, H. (2014). Qualitative systematic review: barriers and facilitators to smoking cessation experienced by women in pregnancy and following childbirth. Journal of Advanced Nursing, 71(6), 1210-1226. doi:10.1111/jan.12580
  • Furneaux, C., Paran, A., & Fairfax, B. (2007). Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries. International Review of Applied Linguistics in Language Teaching, 45(1), 69–94. doi:10.1515/iral.2007.003
  • Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31-44. doi:10.1016/j.jslw.2015.08.002
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. doi:10.3102/003465430298487
  • Hawker S., Payne S., Kerr C., Hardey M. & Powell J. (2002). Appraising the evidence: Reviewing disparate data systematically. Qualitative Health Research, 12, 1284–1299.
  • Hyland, K. (2013). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing, 22(3), 240-253. doi:10.1016/j.jslw.2013.03.003
  • Junqueira, L., & Payant, C. (2015). “I just want to do it right, but its so hard”: A novice teachers written feedback beliefs and practices. Journal of Second Language Writing, 27, 19-36. doi:10.1016/j.jslw.2014.11.001
  • Lee, H. H., Leong, A. P., & Song, G. (2016). Investigating teacher perceptions of feedback. ELT Journal, 71(1), 60-68. doi:10.1093/elt/ccw047.
  • Lee, I. (2008). Ten mismatches between teachers’ beliefs and written feedback practice. ELT Journal, 63(1), 13-22. doi:10.1093/elt/ccn010
  • Lee, I. (2016). Teacher Education on Feedback in EFL Writing: Issues, Challenges, and Future Directions. TESOL Quarterly, 50(2), 518-527. doi:10.1002/tesq.303
  • Lee, I. (2017). Classroom Writing Assessment and Feedback in L2 School Contexts. Singapore: Springer Singapore.
  • Lee, I., Mak, P., & Burns, A. (2015). EFL teachers’ attempts at feedback innovation in the writing classroom. Language Teaching Research, 20(2), 248-269. doi:10.1177/1362168815581007
  • Lee, M. (2015). Peer feedback in second language writing: Investigating junior secondary students perspectives on inter-feedback and intra-feedback. System, 55,1-10. doi:10.1016/j.system.2015.08.003
  • Mahfoodh, O. H. (2017). “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31, 53-72.doi:10.1016/j.asw.2016.07.001
  • Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies. Newbury Park, CA: Sage.
  • Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390. doi:10.1016/j.system.2009.03.002
  • Scruggs, T.E., Mastropieri, M.A., & McDuffie, K.A. (2007). Co-teaching in inclusive classrooms: A meta-synthesis of qualitative research. Exceptional Children, 73, 92-416.
  • Storch, N., & Aldosari, A. (2010). Learners’ use of first language (Arabic) in pair work in an EFL class. Language Teaching Research, 14(4), 355-375. doi:10.1177/1362168810375362
  • Yu, S., & Hu, G. (2017). Understanding university students’ peer feedback practices in EFL writing: Insights from a case study. Assessing Writing, 33, 25-35. doi:10.1016/j.asw.2017.03.004
  • Yu, S., & Lee, I. (2014a). Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective. Language Teaching Research,19(5),572-593. doi:10.1177/1362168814541714
  • Yu, S., & Lee, I. (2014b). An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing. System, 47, 28-38. doi:10.1016/j.system.2014.08.007
  • Yu, S., & Lee, I. (2016a). Exploring Chinese students strategy use in a cooperative peer feedback writing group. System, 58, 1-11. doi:10.1016/j.system.2016.02.005
  • Yu, S., & Lee, I. (2016b). Understanding the role of learners with low English language proficiency in peer feedback of second language writing. TESOL Quarterly, 50(2), 483-494. doi:10.1002/tesq.301
Year 2017, Volume: 3 Issue: 1, 1 - 17, 05.09.2017

Abstract

References

  • Allen, D., & Katayama, A. (2016). Relative second language proficiency and the giving and receiving of written peer feedback. System, 56, 96-106. doi: 10.1016/j.system.2015.12.002
  • Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40, 282-295. doi:10.1016/j.system.2012.05.001
  • Best, K., Jones-Katz, L., Smolarek, B., Stolzenburg, M., & Williamson, D. (2014). Listening to our students: An exploratory practice study of ESL writing students views of feedback. TESOL Journal, 6(2), 332-357. doi:10.1002/tesj.152
  • Buckingham, L., & Aktuğ-Ekinci, D. (2017). Interpreting coded feedback on writing: Turkish EFL students approaches to revision. Journal of English for Academic Purposes, 26, 1-16. doi: 10.1016/j.jeap.2017.01.001
  • Flemming, K., Mccaughan, D., Angus, K., & Graham, H. (2014). Qualitative systematic review: barriers and facilitators to smoking cessation experienced by women in pregnancy and following childbirth. Journal of Advanced Nursing, 71(6), 1210-1226. doi:10.1111/jan.12580
  • Furneaux, C., Paran, A., & Fairfax, B. (2007). Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries. International Review of Applied Linguistics in Language Teaching, 45(1), 69–94. doi:10.1515/iral.2007.003
  • Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31-44. doi:10.1016/j.jslw.2015.08.002
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. doi:10.3102/003465430298487
  • Hawker S., Payne S., Kerr C., Hardey M. & Powell J. (2002). Appraising the evidence: Reviewing disparate data systematically. Qualitative Health Research, 12, 1284–1299.
  • Hyland, K. (2013). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing, 22(3), 240-253. doi:10.1016/j.jslw.2013.03.003
  • Junqueira, L., & Payant, C. (2015). “I just want to do it right, but its so hard”: A novice teachers written feedback beliefs and practices. Journal of Second Language Writing, 27, 19-36. doi:10.1016/j.jslw.2014.11.001
  • Lee, H. H., Leong, A. P., & Song, G. (2016). Investigating teacher perceptions of feedback. ELT Journal, 71(1), 60-68. doi:10.1093/elt/ccw047.
  • Lee, I. (2008). Ten mismatches between teachers’ beliefs and written feedback practice. ELT Journal, 63(1), 13-22. doi:10.1093/elt/ccn010
  • Lee, I. (2016). Teacher Education on Feedback in EFL Writing: Issues, Challenges, and Future Directions. TESOL Quarterly, 50(2), 518-527. doi:10.1002/tesq.303
  • Lee, I. (2017). Classroom Writing Assessment and Feedback in L2 School Contexts. Singapore: Springer Singapore.
  • Lee, I., Mak, P., & Burns, A. (2015). EFL teachers’ attempts at feedback innovation in the writing classroom. Language Teaching Research, 20(2), 248-269. doi:10.1177/1362168815581007
  • Lee, M. (2015). Peer feedback in second language writing: Investigating junior secondary students perspectives on inter-feedback and intra-feedback. System, 55,1-10. doi:10.1016/j.system.2015.08.003
  • Mahfoodh, O. H. (2017). “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31, 53-72.doi:10.1016/j.asw.2016.07.001
  • Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies. Newbury Park, CA: Sage.
  • Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390. doi:10.1016/j.system.2009.03.002
  • Scruggs, T.E., Mastropieri, M.A., & McDuffie, K.A. (2007). Co-teaching in inclusive classrooms: A meta-synthesis of qualitative research. Exceptional Children, 73, 92-416.
  • Storch, N., & Aldosari, A. (2010). Learners’ use of first language (Arabic) in pair work in an EFL class. Language Teaching Research, 14(4), 355-375. doi:10.1177/1362168810375362
  • Yu, S., & Hu, G. (2017). Understanding university students’ peer feedback practices in EFL writing: Insights from a case study. Assessing Writing, 33, 25-35. doi:10.1016/j.asw.2017.03.004
  • Yu, S., & Lee, I. (2014a). Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective. Language Teaching Research,19(5),572-593. doi:10.1177/1362168814541714
  • Yu, S., & Lee, I. (2014b). An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing. System, 47, 28-38. doi:10.1016/j.system.2014.08.007
  • Yu, S., & Lee, I. (2016a). Exploring Chinese students strategy use in a cooperative peer feedback writing group. System, 58, 1-11. doi:10.1016/j.system.2016.02.005
  • Yu, S., & Lee, I. (2016b). Understanding the role of learners with low English language proficiency in peer feedback of second language writing. TESOL Quarterly, 50(2), 483-494. doi:10.1002/tesq.301
There are 27 citations in total.

Details

Journal Section Research Articles
Authors

Leyla Harputlu

Eda Ceylan

Publication Date September 5, 2017
Submission Date June 8, 2017
Published in Issue Year 2017 Volume: 3 Issue: 1

Cite

APA Harputlu, L., & Ceylan, E. (2017). A Synthesis of Qualitative Findings about Feedback on EFL Writing Performance. The Literacy Trek, 3(1), 1-17.

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