This study examined the impact of teacher feedback on Cambodian EFL students' L2 writing perceptions, performance, and attribution. 80 students participated in interviews and writing tasks to evaluate the impact of teacher corrective feedback. The study found that teacher feedback improved students' writing complexity, accuracy, and fluency by encouraging self-revision and correcting errors. Key factors contributing to this impact included direct feedback strategies, a focus on linguistic aspects, and students having strong faith in the feedback. The study implications include making better use of teacher corrective feedback and understanding its applications in L2 writing pedagogy.

1. A Study of Teacher Feedback Impact
on Cambodian EFL Students’ L2 Writing:
Perception, Performance, and Attribution
Respondent: Chhorn THAN
2022

2. Outline
1. An Overview of the study
2. Literature Review
3. Methodology
4. Results and Findings
5. Discussion
6. Conclusion

3.  L2 writing is complex and challenging for Cambodian EFL students.
 Teacher feedback is necessary for Cambodian EFL Ss to improve L2 writing.
 The complexity, accuracy, and fluency in Cambodian EFL Ss’ L2 writings are
examined to find out the impact of TF on EFL Ss’ L2 writing.
 The focus of this study is on teacher corrective feedback impact on
Cambodian EFL Ss’ L2 writings – perceptions and performances.
1.1 Background of the study

4.  Examine Cambodian EFL Ss’ perceptions of TF impact and their L2
writing experience and attitudes
 Explore the impact of TF on the complexity, accuracy, and fluency
(CAF) in Cambodian EFL Ss’ L2 writings
 Investigate the factors contributing to the effectiveness of TF impact
on Cambodian EFL Ss’ CAF in L2 writing
1.2 Purposes of the study

5.  Theoretically, this study is to propose a theoretical basis of TCF impact
on Cambodian EFL Ss’ L2 writing.
 Methodologically, this study is intended to use mixed-method research
design combining quantitative with qualitative methods to analyze the
data collection.
 Practically, the varied types and activities of TCF could be conducted to
help Cambodian EFL Ss induce self-revision and self-correction and
improve their CAF performance in L2 writing.
1.3 Significance of the study

6.  Studies of TF on EFL Ss’ L2 writings in various ways – Many
 Studies of Cambodian EFL Ss’ perceptions of TF on L2 writing – Few
 Studies on impact of TCF on Cambodian EFL Ss’ performances in L2 writing
– Still called for further investigation
 Studies on impact of TF on EFL students’ L2 writing performance from CAF
perspective – Insufficient and not clear, and factors contributing to the
impact of TF on EFL Ss’ performances in L2 writing – not pinpointed
2.1 Reviews of previous studies

7.  80 participants, including 20 interviewees
 Written products, semi-structured interviews, teacher’s WF
 Implementing the WT, conducting interviews, completing Teacher’s WF
 Developing the coding schemes for WP, measure for CAF in L2 writing,
analyzing the interview Transcripts, Ss’ WP, and Teacher’s WF, and
processing the quantitative data with SPSS.21.
3.1 Methodology

8.  Cambodian EFL Ss needed TCF to develop their L2 writing self-revision
and CAF performance in L2 writing – Gr, Lex, Mech, LA, LP, & LFS.
 TCF affected the development of Cambodian EFL Ss’ complexity in L2
writing – the syntactic, lexical, and overall complexity in L2 writing.
 TCF was effective for the betterment of Cambodian EFL Ss’ accuracy in
L2 writing – the grammatical, lexical, and overall accuracy in L2 writing.
4.1 Findings of this study

9.  TCF benefited Cambodian EFL Ss to better their fluency in L2 writing – the
grammatical, lexical, and overall fluency in L2 writing.
 Factors contributing to the impact of TCF on Ss’ L2 writings were:
 Direct feedback strategies to correct errors in Ss’ L2 writing,
 Indirect feedback strategies to encourage Ss’ self-revision,
 Linguistic aspects as the focus of teacher feedback, and
 Ss’ intake of teacher feedback with strong faith and expectations.

10.  Ss’ perceived factors to the impact of TCF – improvement of L2 writing self-
revision and CAF performance in L2 writing, building the confidence of L2
writing, and amendment of language writing and L2 writing skills.
 Effects of TCF on Ss’ complexity in L2 writing – develop Cambodian EFL Ss’
linguistic complexity in L2 writing, change their L2 writing attitudes, and
elevate their self-revising activities, L2 writing skills, L2 writing complexity,
and academic writing.
 Effects of TCF on Ss’ accuracy in L2 writing – improve Cambodian EFL Ss’
linguistic accuracy in L2 writing, adapt their self-revising strategies, and
meliorate their L2 writing practices, L2 writing competence, and L2 writing
accuracy.
5.1 Discussion

11.  Effects of TCF on Ss’ fluency in L2 writing – ameliorate Cambodian EFL Ss’
linguistic fluency in L2 writing, better their draft revisions and increase their
self-confidence in L2 writing texts, and improve their L2 writing challenges
and L2 writing fluency.
 Effect factors to TCF impact on Ss’ L2 Writings
 DFS for the corrections on Ss’ L2 writing errors,
 IFS for the improvement of Ss’ L2 writing self-revisions,
 TLF for the betterment of Ss’ language competences in L2 writing, and
 Students’ intakes of TCF benefit Ss to develop the CAF performance in L2
writing.

12.  This study aims at examining the impact of TF on the development of
Cambodian EFL Ss’ L2 writing.
 80 students participated in this study, and a mixed-method research
design was employed for data collection and analysis.
 The testing and interviews were designed to examine Cambodian EFL Ss’
perceptions of the impact of TCF and their performances in L2 writing.
6.1 Major findings

13.  L2 writing competence is complex and challenging for Cambodian EFL Ss.
 Complexity, accuracy, and fluency were the Cambodian EFL Ss’ difficulties
in L2 writing.
 TF was more effective for the corrections on Cambodian EFL Ss’ L2 writing
errors and betterment of their L2 writing revision, language writing, L2
writing skills, and CAF performance in L2 writing.

14.  Making better use of teacher corrective feedback
 Learning about the trends in teacher feedback in L2 writing pedagogy
 Importance of linguistic aspects as the focus of teacher feedback
 Understanding of the distinctive applications of teacher feedback
6.2 Pedagogical implications

15.  This study is limited with several aspects, for example, participants,
explanatory writing genres, and two versions of writing task.
 Future studies could be carried out with larger data, such as huger
participants, argumentative writing genres, and more versions of
writing task.
 Future studies on the effectiveness of TCF impact on EFL Ss’ L2
writing performance should be explored.
6.3 Limitations and Suggestions

16. Thanks !