METADATA
Title: Exploring the impact of form and content feedback on EFL writing proficiency: A quasi-experimental study.
Vol. 12(3), 2024, pp. 31-56.
DOI: https://doi.org/10.46687/PLYN8876.
Author: Mevlüde Çiçek
About the author: Mevlüde Çiçek is employed as an EFL instructor at the School of Foreign Languages at Karadeniz Technical University in Turkey. She received her BA degree in English Language Teaching from Istanbul University and her MA degree in Applied Linguistics from Karadeniz Technical University, Trabzon. She is a PhD candidate at the Department of English Language Teaching at Middle East Technical University, Ankara. Her research interests include EFL writing, curriculum development, and professional teacher well-being.
e-mail: m.abdioglu@ktu.edu.tr
ORCID iD: https://orcid.org/0000-0002-3029-0868
Author: Mustafa Naci Kayaoğlu
About the author: Mustafa Naci Kayaoğlu received his doctorate in applied linguistics from the University of Edinburgh, England. He is a professor at Karadeniz Technical University, Turkey. His articles appear in Computer Assisted Language Learning, Eurasian Journal of Educational Research, And Social Behaviour and Personality among others. His fields of research include Social Sciences and Humanities, Education in Foreign Languages, Education in English.
e-mail: naci@ktu.edu.tr
ORCID iD: https://orcid.org/0000-0001-8630-4803
Link: http://silc.fhn-shu.com/issues/2024-3/SILC_2024_Vol_12_Issue_3_031-056_26.pdf
Citation (APA): Çiçek, М., & Kayaoğlu, M. N. (2024). Exploring the impact of form and content feedback on EFL writing proficiency: A quasi-experimental study. Studies in Linguistics, Culture, and FLT,12(3), 31-56. https://doi.org/10.46687/PLYN8876.
Abstract: With process-oriented approaches becoming the norm in writing classes, teacher-written feedback has gained significance in teaching, learning, and educational research. As a result, writing instructors dedicate a considerable amount of time to providing feedback. However, research on the impact of written feedback from teachers has produced inconsistent findings regarding its effectiveness. The primary objective of this study is to examine the effects of feedback targeting form and content on the writing proficiency of English as a Foreign Language (EFL) students in areas of content, organisation, vocabulary, grammar, and mechanics. For this study, we used a quasi-experimental design. We formed two groups: an experimental group that received feedback focused on content and a control group that received feedback focused on form. We collected both qualitative and quantitative data through writing tests as well as semi-structured interviews. The results showed significant improvement in writing for both groups. Qualitative analysis revealed that students still view grammar as important, strive for accuracy, and may resist feedback regarding the communication of information in their writing.
Keywords: Form-focused feedback, content-focused feedback, written teacher feedback, writing performance, EFL writing
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