Abstract

CORREA PEREZ, Roxanna et al. The Impact of Explicit Feedback on EFL High School Students Engaged in Writing Tasks. profile [online]. 2013, vol.15, n.2, pp.149-163. ISSN 1657-0790.

The aim of this article is to examine the impact of feedback on content and organization in writing tasks developed by learners of English as a foreign language. The type of study is qualitative and the research design is a case study. One study involved three students and a female teacher, and the second consisted of three students and a male teacher. Research instruments involved were a structured interview, a writing task in class and document analysis. The findings show that students feel motivated to re-write a writing task when the teacher provides feedback on content and organization. Moreover, there was evidence of improvement in the students' writing when they incorporated the teacher's comments.

Keywords : Feedback; motivation; writing; writing tasks.

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