Birtić Vučić, Marijana and Štulina, Anamarija and Botunac, Sandra (2014) BENEFITS OF FEEDBACK ON CONTENT IN AN EAP COURSE. In: Foreign Language Teaching and Applied Linguistics, May, Sarajevo.

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Feedback in second language writing is an important issue in learning and teaching practices. However, whether or not to use feedback in instruction is not the only criteria for success. Feedback focus, form, and other characteristics of feedback are also crucial in affecting how valuable this tool will be. The authors decided to carry out anexperimental research among hundred-fifteen undergraduate (first year) students enrolled in eight classes of English for Academic Purposes (EAP) at the Centre for Foreign Languages, at the University of Zadar and verify the feedback benefits in order to subsequently redesign the academic programme, and focus on process writing. Specifically, the study aims at answering whether feedback on writing with focus on content can help students improve their performance in essay writing and to what extent; and how significant essay revision is in this progress. The results suggested that all three groups improved in overall performance of the writing process but that one group (feedback-and-revision) showed statistically significant improvement. Keywords: feedback practice, writing instruction, EAP

Item Type: Conference or Workshop Item (Paper)
Subjects: P Language and Literature > PE English
Divisions: J-FLTAL
Depositing User: Mrs. Emina Mekic
Date Deposited: 22 Nov 2016 20:01
Last Modified: 22 Nov 2016 20:01

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