Final Assignment CI 582

Supervised by:
Prof. Yousif Alshumaimeri
Professor of TESOL

Submitted by:
Abdullah Nasser Alsubaie
444106490

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 TEACHERS SPEND A LOT OF TIME
CORRECTING THEIR STUDENTS’ WRITTEN
WORK. WHAT DOES METHODOLOGY SAY
ABOUT HOW THE FEEDBACK OF THIS KIND
COULD BEST BE GIVEN?

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 Table of Contents
Introduction................................................................................................................................4

Discussion..................................................................................................................................4

Challenges and Solutions in Giving Feedback.......................................................................4

Importance of Feedback in Teaching.....................................................................................5

Methodologies........................................................................................................................6

Best Practices for Giving Feedback on Written Work...........................................................8

Conclusion................................................................................................................................11

References................................................................................................................................12

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Introduction

In the field of language teaching strategy, giving criticism of the student's composed work is
perceived as an essential part of the growing experience. One fundamental component of
language teaching methodology is providing students with feedback on their written work
(Turan and Akdag-Cimen, 2020). Correcting and commenting on students' written
assignments, essays, and papers takes a lot of time for teachers. However, in order to
maximise the impact of feedback on students' learning and development, it is essential to
comprehend how it should be provided. Students can improve their writing abilities, address
their weaknesses, and increase their overall language proficiency with the assistance of
constructive feedback (Jeremy, 2007). We will discuss important ideas and issues related to
giving written work feedback in this discussion. We will look at how timely, specific,
formative, positive, individualised, and based on research and best practices, feedback should
encourage teachers and students to talk to each other (Jeremy, 2007). Teachers can improve
the effectiveness of their feedback strategies to support their students' writing development
by understanding these principles. This essay will talk about the best ways to give written
work feedback. The essay will suggest ways to get around the challenges teachers might face
when giving feedback. In addition, the essay will concentrate on how important it is to take
into account the various requirements and developmental stages of young, adolescent, and
adult learners when providing useful feedback. In general, the essay will offer a
comprehensive look at the best ways to give written work feedback in an educational setting.

Discussion

Challenges and Solutions in Giving Feedback

Teachers may face a number of difficulties when responding to written assignments from
their students. When it comes to providing feedback on multiple pieces of written work from
multiple students, teachers frequently have limited time (Turan and Akdag-Cimen, 2020). As
a result, students may receive feedback that is rushed or insufficient to meet their individual
needs. Beyond providing written feedback, teachers are also responsible for lesson planning,
grading, and administrative tasks (Murphy, 2003). Teachers may have difficulty finding
sufficient time to provide thoughtful and in-depth feedback on each piece of written work due
to the heavy workload, which can have an effect on both the quality and timeliness of the

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feedback (Wright, 2019). Students in a school may have varying degrees of writing ability,
from beginner to advanced. As a result, providing feedback that fulfils the unique
requirements of students with different skill levels can be difficult, as input may need to be
adapted differently for each student. Because it involves evaluating the content, organisation,
language, and style—all of which are subject to interpretation—writing feedback can be
somewhat subjective (Murphy, 2003). It can be hard to give consistent and objective
feedback to different pieces of written work and students because of this subjectivity.
Students can be affected emotionally by feedback because it criticises their work and points
out areas for improvement. It can be difficult to provide constructive and motivating feedback
to some students because they may be discouraged or demotivated by feedback that
highlights their weaknesses.
It can be overwhelming and time-consuming for teachers to provide feedback on all of the
written assignments they have to handle given the large number of them (Wright, 2019).
Furthermore, teachers have limited time to offer comprehensive comments on all written
work, particularly when dealing with a significant number of assignments and other duties.
Students' ability to comprehend and effectively apply feedback can be hindered by varying
levels of language proficiency (Wright, 2019). For example, young learners, adolescents, and
adult students have different levels of language proficiency, knowledge and grip over
language. Therefore, it becomes challenging for the teachers to provide differentiated
feedback based on the grade of the students (Diana, 2014). It may be difficult to establish the
perfect mix between correcting mistakes and increasing students' autonomy in the writing
process since teachers must strike a balance between offering direction and enabling students
to develop their writing talents.

Importance of Feedback in Teaching

It is essential to take into consideration the learners' backgrounds and the setting in which the
feedback is being provided in order to provide a comprehensive response (Mann and Walsh,
2017). The methods and strategies used to provide students with feedback on their written
work may be influenced by the learners' backgrounds. Factors, for example, the age, grade
level, language capability, and earlier composing experience of the students can impact the
input techniques utilised by instructors (Turan and Akdag-Cimen, 2020). To meet the
developmental needs of young learners, for instance, feedback may need to be more scaffold
and focused on fundamental writing skills like sentence structure and vocabulary in an

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elementary school setting. Higher-order writing skills like critical thinking, argumentation,
and evidence-based reasoning may require more sophisticated feedback in a high school or
college setting. Moreover, the language capability of the students can likewise influence the
criticism approach (Mann and Walsh, 2017). Along with content-related feedback, it may be
necessary for English language learners (ELLs) or students writing in a second language to
address language errors, cultural considerations, and language development goals.
The method of providing feedback can also be influenced by the context in which it is
provided, such as the subject matter or type of assignment. For instance, the criteria and
expectations for feedback on a science lab report may differ from those for literary analysis
essay feedback (Ellis, 2003). Teachers can better tailor their feedback strategies to meet the
particular requirements and expectations of the assignment or subject area if they are aware
of the context in which the feedback is being given. In addition, the methods of feedback
utilised may be affected by constraints imposed by time, technology, and resources (Torraco,
2016). Rubrics, peer feedback, and online feedback platforms are examples of tools and
resources that teachers may have access to in varying degrees for the purpose of providing
feedback. Teachers must prioritise and make strategic choices regarding their approach to
feedback because time constraints and workloads may also affect the amount and type of
feedback that can be provided (Ellis, 2003). Taking into account the foundation of the
students and the setting in which the criticism is being given is fundamental for a successful
criticism arrangement. It helps make sure that the feedback is relevant, meaningful, and in
line with the student's needs and expectations, which makes writing development more
effective and successful (Torraco, 2016). Feedback is essential in encouraging self-regulated
learning, in which students take control of their learning process. Students learn to self-assess
their work, set objectives, evaluate progress, and make corrections through feedback. They
cultivate metacognitive abilities like self-reflection and self-assessment, which are necessary
for lifelong learning and academic achievement.

Methodologies

Based on a variety of research findings and best practices, the method for providing feedback
on written work submitted by students has developed over time. Compelling criticism is
viewed as fundamental for further developing the students’ composing abilities and
advancing their acquisition (Brookhart, 2017). The approach for giving feedback on the
students' composed work has advanced after some time, drawing on research discoveries and

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best practices. Input assumes a basic part in assisting the students with further developing
their composing abilities and advancing their mastery. According to the research by Galvan
and Galvan, 2017, a balanced approach to feedback should contain both corrective and
positive reinforcement. Revising mistakes is significant; however, it ought to be adjusted by
recognising and supporting what the students have gotten along nicely (Galvan and Galvan,
2017). This keeps a positive and inspiring criticism climate. William says that feedback
should be specific and focus on the areas that need work. It should provide specific feedback
on grammar, organisation, coherence, or content in addition to general remarks. Students
benefit from receiving specific feedback in order to comprehend their errors and make
specific revisions.
The pedagogical approaches known as "Task-Based Learning" (TBL) and "Communicative
Language Teaching" (CLT) place an emphasis on communication and language use in real-
world situations (Brookhart, 2017). In TBL and CLT, tasks or communicative activities both
receive feedback. Teachers can provide immediate feedback on language accuracy,
pronunciation, and communication techniques during the task. Teachers can provide feedback
on the performance as a whole following the task, highlighting areas for growth in terms of
language use, communication effectiveness, and task completion. Peer feedback, in which
students provide their peers with feedback to encourage learner autonomy and reflection, is
another form of feedback (Torraco, 2016). In contrast, in the Lexical Approach, vocabulary
use, collocations, and word choice are the focus of feedback. Students' use of vocabulary and
collocations can receive feedback from teachers, who can point out any errors or suggest
alternative expressions (Ahmadi and Reza, 2018). This is accomplished by giving students
written feedback on their choice of vocabulary or by having discussions in class where they
think about their own word choices and get advice from the teacher or other students.
Feedback may be offered at any point throughout the course using the PPP technique.
Teachers can offer comments on the correctness and appropriateness of the new language
being presented at the presentation stage (Ahmadi and Reza, 2018). Teachers can offer
feedback on how successfully students are utilising the new language in controlled tasks
during the practice stage. Finally, teachers can offer feedback on students' abilities to utilise
the new language in more open-ended, creative ways during the production stage (Lestari and
Wahyudin, 2020). Written comments, in-class conversations, or one-on-one conferences can
all be used to address particular difficulties and give suggestions for development.
On the other hand, developmental criticism, which centres on the method involved with
advancing as opposed to only the result, is viewed as more compelling. It assists students in

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reflecting on their writing process, determining their strengths and weaknesses, and
formulating strategies for enhancement (Lestari and Wahyudin, 2020). Developmental
criticism, which centres around the method involved with advancing as opposed to only the
end result, is viewed as more compelling. It assists students in reflecting on their writing
process, determining their strengths and weaknesses, and formulating strategies for
enhancement. Students are encouraged to engage in self-evaluation and self-regulation
through formative feedback (Adger et al. 2018). When giving students written work
feedback, a balanced approach, specificity, formative nature, promptness, individualisation,
and dialogue-based feedback are all emphasised. Teachers may successfully assist their
students' writing growth and generate relevant learning outcomes by implementing these
ideas into their feedback practices.

Best Practices for Giving Feedback on Written Work

Effective feedback does more than just point out errors; it also guides the writer towards
development and empowers them to become better writers. By adopting these recommended
practices, the teachers may give constructive, timely comments that help the writer improve
their writing abilities (Adger et al. 2018). As adolescents typically have writing abilities that
are more advanced, feedback may be more in-depth and may concentrate on higher-order
skills like organization, coherence, and supporting evidence. Adolescents' writing abilities are
normally more advanced, and comments can be more specific and focused on higher-order
skills such as organisation, coherence, and supporting evidence. Therefore, youngsters,
adolescents, and adult learners make different kinds of mistakes in written work and
therefore, their mistakes should be pointed out differently.
● Timeliness
According to research, timely feedback is critical for its efficacy. Feedback should be offered
as soon as possible after students submit their written work so that they may reflect on their
errors and make required modifications while the topic is still fresh in their minds (Mulliner
and Tucker, 2017). Criticism ought to be given promptly, in a perfect world during the
creative cycle (developmental input) as opposed to soon after the work is submitted
(summative criticism). This helps students to revise and enhance their work while it is still
fresh in their thoughts (Agbayahoun, 2016). Formative feedback can be provided at the
drafting or revising stages, as well as through conferences, peer review, and online platforms.

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Summative feedback can be given after the final submission, but it should still arrive in time
for students to reflect on their work and apply the criticism to future writing assignments.
● Specificity
Specificity is an essential component of effective feedback. The areas that need improvement,
such as grammar mistakes, organisation, coherence, or content, should be the focus of the
feedback (Henderson and Phillips, 2015). When compared to specific comments that direct
students toward making meaningful revisions, generic comments like "good job" or "needs
improvement" are less effective. Instead, feedback should be tailored to the particular writing
task's content, structure, language, and other aspects (Agbayahoun, 2016). "Your introduction
effectively engages the reader with a strong hook, but your thesis statement needs to be more
focused and clearly state your main argument," for instance, would be more specific feedback
than "good job". For young students, feedback should be age-appropriate, simple, and
focused on fundamental writing elements like letter formation, the spelling of frequently
spelled words, and fundamental sentence structure.
● Formative nature
The focus should be on the learning process rather than just the product, and feedback should
be formative rather than summative (Mulliner and Tucker, 2017). It ought to assist students in
identifying their strengths and weaknesses and devising improvement plans. Students are
encouraged to reflect on their writing process and make modifications as a result of formative
feedback.
● Positivity
Students are more likely to continue working on their writing if they receive constructive
criticism. Recognising what the students have done well in their composing can support their
certainty and self-viability (Henderson and Phillips, 2015). A supportive and encouraging
feedback environment can be created by balancing constructive criticism and positive
reinforcement. For example, in the case of young learners, positive and encouraging feedback
can be provided, highlighting the young learner's strengths and highlighting areas for
improvement (Gould and Day, 2013). Using stickers or smiley faces as visual aids can be a
fun and engaging way to give feedback.
● Individualisation
Every learner's requirements ought to be thought about while giving criticism. When giving
feedback, it's important to take each student's unique abilities, strengths, and weaknesses into
consideration. It is possible to foster a sense of ownership and involvement in the learning
process by taking into consideration the specific characteristics of each learner (Dawson et al.

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2019). Individualisation means considering each student's unique requirements and providing
feedback that is tailored to their level of proficiency, prior knowledge, and learning
objectives when providing feedback on written work. Feedback should be tailored to the
various writing proficiency levels of students (East et al. 2012). For instance, whereas
advanced students may require feedback on higher-order writing skills like critical thinking
or argumentation, beginners may require additional instruction in basic writing skills.
Students can develop metacognitive skills and take ownership of their learning by
encouraging self-assessment and reflection.
● Dialogue
Feedback should be viewed as a two-way conversation rather than a one-way communication
between teachers and students. It is essential to encourage students to elaborate on their
concepts and provide their points of view regarding the feedback they receive (Dawson et al.
2019). The students are bound to grasp and apply criticism because of this dynamic
commitment and contribution to the criticism cycle. Students should be given opportunities to
ask questions, get clarification, or talk about their feedback, and the teacher should also
encourage students to talk to each other about their written work (East et al. 2012). As a
consequence, students are able to examine their work, resolve any misunderstandings, and
actively participate in the feedback process.
● Clarity
The language used in the feedback should be simple, understandable, and free of jargon that
could be used to confuse students. It should make it clear what the writing task's requirements
are and give specific advice on how to get better. The feedback can be made more real by
using concrete examples from the students' work (Bader et al. 2019). Teachers can also
provide clear criteria for evaluation and feedback by using checklists or rubrics. For example,
rather than saying "Your determination needs improvement," a more unambiguous criticism
could be "Your decision could be reinforced by summing up your central matters and
repeating your proposal in a more significant manner (Bader et al. 2019). This example
shows how a conclusion effectively concludes the main arguments and makes a persuasive
conclusion.
● Use of examples
Another effective method for giving students written work feedback is to use examples.
Students will have an easier time comprehending the requirements if well-written examples
or models of work are provided. Effective writing strategies, structures, and language use can
be demonstrated by teachers by providing examples, model texts, or sample responses (Gould

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and Day, 2013). These models can act as benchmarks for the students to think about their
work and recognize regions for development. However, it is critical to ensure that the
examples are acceptable to the students and do not stifle students' creativity or originality in
their writing (Mulliner and Tucker, 2017). For example, adult learners can see the practical
application of their learning and receive feedback that is relevant to their professional or
personal context by providing feedback on authentic tasks like case studies, workplace
simulations, or real-life scenarios.

Conclusion

Giving students feedback on their written work is an important part of the teaching and
learning process, but it can be difficult due to a variety of factors such as the volume of work,
subjectivity, time constraints, language proficiency levels, emotional impact, follow-up and
implementation, cultural considerations, balancing correction and autonomy, and giving
constructive feedback. Teachers can prioritise feedback, employ effective correction
strategies, provide clear and consistent criteria, employ simple and clear language in
feedback, provide opportunities for follow-up and revision, take cultural considerations into
consideration, and advocate for a positive and constructive feedback approach in order to
address these difficulties. In conclusion, providing effective feedback on written work is an
important part of the teaching and learning process. Using best practices can significantly
improve the quality and impact of feedback. Students can be empowered to become self-
regulated learners who are motivated to continuously improve their writing skills by fostering
a positive feedback culture in the classroom and incorporating feedback as an on-going
process.

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