How To Facilitate Improvement in Student Writing Ability

1299 Words3 Pages

Compared to other aspects of teaching language, second language writing is a relatively new field. However, it is one with still many unsettled issues. Of all the dilemmas in L2 writing pedagogy, perhaps the most important and most problematic is the issue of how we can facilitate improvement in our students writing ability (CPC p.94). Feedback is a key part of teaching second language writing with instructors spending an enormous amount of time and energy on providing written error feedback on EFL learners’ compositions. The value of providing error correction feedback is often not highly thought of, even though the practice is quiet widely practiced. Researcher Lee (2009) cites many researchers who view written response as frustrating (Ferris, et al.1997), gruelling and anxiety ridden (Stern and Solomon 2006) and tedious and unrewarding (Hyland 1990). Most teachers would not begrudge the effort if they feel that it helps improve students’ compency in writing. Due to the nature of written error correction it is a very labour intensive endeavour, which consumes a great deal of the teacher and student’s time and energy in and outside of the class. However, does written corrective feedback of L2 students’ compositions help develop their ability to improve writing and to develop in to autonomous self-editors of their own writing? The purpose of this literature review is to look at the cost-benefit of teacher response to errors in grammar in second language writing and come to a conclusion on the best approach.

Cost-benefit analysis is more commonly used in business circles, but I believe is appropriate in the analysis that follows. Teachers and learners alike are faced with many tough decisions in regard to the allocation of classr...

... middle of paper ...

...undefinability of these standards preclude the possibility of simply agreeing on a definition of good writing and teaching it once and for all, as we might follow a cake recipe.” (p.40 Leki) I whole heartily agree with Lei’s suggestion that we explicitly as possible explain what good writing is, but understand there is still so much that remains which is implicit and therefore difficult for students to use.

Also there is a need to consider that improvements in writing might be the result of other variables, for example in the students’ grammar class, or as a result of extensive/ intensive reading. As one researcher states their studies are critized for being to short term and if they take a longitudinal approach they are blamed for lack of control. It is generally agreed researching the effect of written error feedback on future writing assignment is problematic.

More about How To Facilitate Improvement in Student Writing Ability

Open Document