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Although consider teacher feedback as being central to their learning, teachers should not be the only ones giving feedback to Students learn the power of their writing when they receive reader- based feedback on their content , including, the lessons learnt and what captured their reader’s interest or evoked their emotions (Peterson, 2010). Feedback can be given in form of written comments on drafts, email messages in response to written work, or may sometimes involve face to face conversations (Peterson, 2010, Ferris, 1997). For example teachers, during tutoring sessions, can give feedback to students verbally, which in turn, enables students improve on their accuracy and nurture their confidence (Smith, 1997, Ferris and Robert, 2001) . Peers can also make significant contributions to the students’ writing development , by proving the student writers with a glimpse of reader-based feedback on their writing efforts (Black et al., 2003, Yang et al., 2006). Without feedback, there is little learning. Ferris and Roberts (2001) reported that students who received feedback, whichever form, improved their writing. However, the worth of teacher feedback in writing, particularly, in second language writing classes, has been subject to controversy (Ferris, 2004). If feedback is given students at the end of students’ writing, the students do not find the comments invaluable, as intended by the teacher(s). Few students are interested in incorporating the feedback to already graded work (Black et al., 2003, Peterson, 2010). Therefore, feedback only becomes significant to writing development, if it is given in the beginning and middle stages (Peterson, 2010). A study has revealed that most students rely on teacher feedback, without necessarily understand their significance, in part, because the teachers are authoritative (Yang et al., 2006). In some cases, the teacher’s written comments are illegible (Lee, 2008), making it hard for the students to understand.
REFERENCES
BLACK, P., HARRISON, C., LEE, C., MARSHALL, B. & WILIAM, D. 2003. Assessment for learning: Putting it into practice, England: Berkshire, Open University Press.
FERRIS, D., R. 2004. The ‘‘ Grammar Correction’’ Debate in L2 Writing : Where are we, and where do we go from here?(and what do we do in the meantime…?). Journal of Second Language Writing 13, 49-62.
FERRIS, D. & ROBERT, B. 2001. Error feedback in L2 writing classes: How explicity does it need to be? Journal of Second Language Writing, 161-184.
FERRIS, D. R. 1997. The influence of teacher commentary on student revision. TESOL Quarterly, 31, 315-339.
LEE, I. 2008. Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing, 17, 144-164.
PETERSON, S. S. 2010. Improving Stdent Writing: Using Feedback as a Teaching Tool. What Works: Research Into Practice. A research-into-practice series produced by a partnership between the Literacy and Numeracy Secretariat and the Ontario Association of Deans of Education.
SMITH, S. 1997. The genre of the end comment: Conventions in teacher responses to student writing. College Composition and Communication, 48, 249-268.
YANG, M., BADGER, R. & YU, Z. 2006. A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15, 179-200.