In search of an optimal writing feedback strategy

Abstract

Writing is a language skill most EFL students have problems with. This is due to several factors such as the inherent complexity of the skill itself, a lack of constant practice and inadequate or inappropriate corrective feedback. This paper reports on an exploratory study on writing feedback strategies in which a three-step procedure, that is peer comment, self-evaluation and teacher reformulation, is proposed. Results revealed a positive sttitude in the students toward this collaborative feedback strategy. Students demonstrated their skills as critical readers and evaluators. Suggestions and implications are also discussed.