A framework for effective feedback for non‐native learners of English writing: A practical case study

Abstract

Purpose

The purpose of this paper is to devise, test, and refine a method suitable for providing effective feedback for second language university students learning to write academic and business English.

Design/methodology/approach

The research takes the form of a case study using real learners in a Middle Eastern university who are provided with feedback slips which has been specifically designed to cover actual learning objectives along with standard features that remain common across all writing. The feedback slips are attached to assignments, marked using international symbols to highlight errors, for return to students. Following the use of such specifically designed feedback slips throughout the semester, students are invited to participate in the research activity to provide comments as to their effectiveness.

Findings

The paper led to a finding that not only are the feedback slips welcomed but also they are appreciated by all 15 students who participated as volunteers because they have found them to add value to their learning.

Research limitations/implications

The paper is limited by its small sample group and the fact that it is carried out in only one Middle Eastern university where the students are under pressure not only from overcrowded classrooms, but also to complete degrees in the same time frame as native English speaking students. The paper can be extended to include students in other universities with similar issues. It can even be extended beyond the Middle East and not necessarily only in universities where overcrowding pressures exist, i.e. it can include postgraduate students, high‐school students, and even native English learners of composition who might benefit from this particular feedback system.

Practical implications

Considering student views, it is suggested that specifically designed feedback slips would provide a welcome addition to the repertoire of feedback options that are available to instructors.

Originality/value

This is an original initiative by the author which has been proven useful according to the end‐users, i.e. students. It can therefore be of value to instructors who would wish to explore ways to assist aid their own students so that they can make the most of their limited study time by being directed to specific areas for personal development.

Citation

Pounder, E. (2009), "A framework for effective feedback for non‐native learners of English writing: A practical case study", Education, Business and Society: Contemporary Middle Eastern Issues, Vol. 2 No. 3, pp. 174-180. https://doi.org/10.1108/17537980910981741