THE IMPACT OF TEACHER’S WRITTEN CORRECTIVE FEEDBACK ON EFL STUDENTS’ PARAGRAPH WRITING PERFORMANCE
DOI:
https://doi.org/10.46827/ejel.v8i5.5145Schlagwörter:
writing skill, teacher’s written corrective feedback, written feedback, writing achievementAbstract
Written Corrective Feedback (CF) is a contentious issue among L2 theorists and researchers. The current study intends to investigate the impact of written corrective feedback from teachers on the writing achievements of Vietnamese EFL university students. The current study’s sample included 60 students chosen at random from Nam Can Tho University’s Department of English. The students were split into two groups: experimental (n=30) and control (n=30). Data for comparable groups were collected over a 10-week period using a pre-/posttest method. The results showed that the students in the experiment group performed better on the measure than the students in the control group, demonstrating that the teacher’s written CF had a substantial beneficial influence on participants’ writing abilities. The study finishes with a discussion of the findings’ limits and implications, as well as recommendations for further research.
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