Examining impact and perceptions: a literature review on instructor feedback strategies and English Language Learners writing performance

dc.contributor.advisorEamer, Allyson
dc.contributor.authorSultan, Wejdan
dc.date.accessioned2024-07-02T15:42:28Z
dc.date.available2024-07-02T15:42:28Z
dc.date.issued2024-03-01
dc.degree.disciplineMaster of Education – Project option
dc.degree.levelMaster of Education – Project option
dc.description.abstractOver the years, researchers have conducted empirical studies to investigate the impact of various instructor feedback strategies to enhance English Language Learners (ELLs) writing performance. The present study synthesizes the findings of 46 articles, including both past and current publications. While greater focus was put on corrective feedback strategies, alternative feedback approaches were also considered; overall, the findings confirm that all instructor feedback positively impacts students' writing performance, albeit to different degrees. Moreover, my research indicates that ELLs believe instructor feedback contributes to their writing development. When attempting to gauge students’ specific feedback preferences as well as examine the differential effects of feedback strategies, I found that the benefits of feedback interventions were contingent on and influenced by different variables. Pedagogical implications and areas for further research are discussed.
dc.description.sponsorshipUniversity of Ontario Institute of Technology
dc.identifier.urihttps://ontariotechu.scholaris.ca/handle/10155/1810
dc.language.isoen
dc.subject.otherEnglish Language Learners
dc.subject.otherAdult learners
dc.subject.otherInstructor feedback strategies
dc.subject.otherWriting performance
dc.subject.otherPerceptions and preferences
dc.titleExamining impact and perceptions: a literature review on instructor feedback strategies and English Language Learners writing performance
dc.typeMaster's Project

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