Presentation at EduTech Asia 2022: 1. Is it effective to give students a single suggestion for improvement that is not time-bound in the feedback? 2. Is it effective to give students a single suggestion for improvement within a specified deadline in the feedback? 3. How effective is it to give students a list of suggestions for improvement - in order of importance, within a specified timeline in the feedback?

1. INTI. YOUR FUTURE BUILT TODAY
Khoo Hooi Shyan
Evaluation of Time-bound,
Summarized Feedback in EFL
Writing Class

2. HYE!
HYE!
HELLO!
I am Hooi Shyan
From Inti International College Subang Jaya (Malaysia)
You can find me at hooishyan.khoo@newinti.edu.my

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TEACHER FEEDBACK IN WRITING

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TEACHER FEEDBACK IN WRITING

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1. Currently the predominant focus of teacher feedback in EFL is on errors and
scores (Lee, 2008; 2014)
2. Students, especially weaker students can be discouraged by teacher
feedback – red ink and low scores (Lee, 2014)
3. Teachers feeling that their efforts are a waste of time but still burdened by
the expectations to provide timely feedback (Lee, 2014)
4. There is a growing belief that the conventional feedback system is
problematic and needs a revamp (Lee, 2009; Carless & Winstone, 2020)
INTRODUCTION

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1. Shared responsibilities between students and teachers are necessary for
feedback processes to be effective (Nash & Winstone, 2017)
2. Students need to understand the feedback in order to apply them with the
support of teachers in the process (Carless & Winstone, 2020)
3. A combined focus on both language form and content leads to greater
improvements than either focus on form or focus on content alone (Biber et
al., 2011)
4. A call for tailored feedback to each learner’s needs (Ruegg, 2015)
LITERATURE REVIEW

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Mediated learning experience (MLE) framework:
THEORETICAL FRAMEWORK
1) intentionality
/ reciprocity
2) transcendence 3) meaning
teacher’s
deliberate
effort to
mediate
feedback for
students
• teacher–student
interaction
(students are
actively involved)
• transcendence
refers to students’
ability to transfer
learning from one
feedback situation
to another
significance
of the
interaction - a
sense of
achievement

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Research Questions:
1. Is it effective to give students suggestions for improvement that is
not time-bound in the feedback?
2. Is it effective to give students a single suggestion for
improvement within a specified deadline in the feedback?
3.How effective is it to give students a list of suggestions for
improvement – in order of importance, within a specified timeline in
the feedback?
RESEARCH QUESTIONS

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• Case study
• 6 participants (20 – 24)
• upper intermediate level of proficiency
• learning English as a Foreign Language
• 20 hours a week for 8 weeks
• time-bound feedback for 4 written assessments
• given time of two weeks to improve on the “mistakes”
• compared to a control group of 3 students who received detailed error
correction feedback that wasn’t time-bound in the earlier semester
METHODOLOGY

10. FINDINGS

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SAMPLE ESSAY FROM CONTROL GROUP – FIRST ESSAY
DATA ANALYSIS AND FINDINGS

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SAMPLE ESSAY FROM CONTROL GROUP – SECOND ESSAY
DATA ANALYSIS AND FINDINGS

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SAMPLE ESSAY FROM CONTROL GROUP – FOURTH ESSAY
DATA ANALYSIS AND FINDINGS

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SAMPLE ESSAY FROM TREATMENT GROUP – FIRST ESSAY
DATA ANALYSIS AND FINDINGS

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SAMPLE ESSAY FROM TREATMENT GROUP – SECOND ESSAY
DATA ANALYSIS AND FINDINGS

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SAMPLE ESSAY FROM TREATMENT GROUP – FOURTH ESSAY
DATA ANALYSIS AND FINDINGS

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For research question 1, Is it effective to give students suggestions for
improvement that is not time-bound in the feedback?
Repetition was needed for students in the control group to apply the corrections
for similar errors.
For research question 2 Is it effective to give students a single suggestion
for improvement within a specified deadline?
It is effective, especially if it is a minor area of improvement – to use less
personal pronouns or not to use present tense in past situations.
For research question 3 How effective is it to give students a list of
suggestions for improvement – in order of importance, within a specified
timeline in the feedback?
It is effective for minor areas of improvement but not for wrong word usage or
word form errors.
DATA ANALYSIS AND FINDINGS

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• Small sample size
• Study is only for one
semester
• Other factors might
influence the results
LIMITATIONS

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Feedback Apps

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Biber, D., Nekrasova, T., & Horn, B. (2011). The effectiveness of
feedback for L1-English and L2-writing development: A meta-
analysis. In TOEFL iBT Research Report 14.
Carless, D. & Winstone, N. (2020). Teacher feedback literacy and
its interplay with student feedback literacy. Linguistics and
Education 29, 73-82.
Lee, I. (2008b). Understanding teachers’ written feedback practices
in Hong Kong secondary classrooms. Journal of Second Language
Writing 17, 69–85.
Lee, I. (2009). A new look at an old problem: How teachers can
liberate themselves from the drudgery of marking student writing.
Prospect: An Australian Journal of Teaching/Teachers of English to
Speakers of Other Languages (TESOL), 24(2), 34–41.
Lee, I. (2014). Revisiting teacher feedback in EFL writing from
socio cultural perspectives. TESOL Quarterly 48(1), 201-213.
Nash, R., and N. Winstone. 2017. “Responsibility-Sharing in the
Giving and Receiving of Assessment Feedback.” Frontiers in
Psychology 8: 15-19.
Ruegg, R. (2015). The relative effects of peer & teacher feedback
on improvement in EFL students’ writing ability. Linguistics and
Education 29, 73-82.
REFERENCES

21. INTI. YOUR FUTURE BUILT TODAY
THANK YOU !!