A Synthesis of Qualitative Findings about Feedback on EFL Writing Performance

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

Leyla Harputlu , Eda Ceylan

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.

Keywords

Feedback, EFL writing, synthesis, qualitative findings, meta-ethnography

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