EFL student reactions to instructor feedback on multiple-draft composition witing

Abstract EN

A number of L1 and L2 studies examined students' reactions to their instructors' comments in single-draft contexts as opposed to multiple-draft settings.

However, a few studies were undertaken in multiple-draft L2 composition classrooms.

No such studies have been carried out in EFL situations.

Thirty-six EFL English-majors participated in this study.

The findings revealed that students reread more of their instructor's feedback on the first drafts of their essays than on the second and they did so more on the second than on the final ones; that they received more comments on word choice, grammar, and mechanics in the first drafts than in the second and they did so more in the second than in the final ones; that they became more self-dependent in responding to their instructor's comments by utilizing more the strategy of correcting their writing mistakes by themselves in the final drafts than in the second, and they did so more in the second than in the first drafts; and that they appreciated receiving feedback and considered it positive, and that they found this feedback useful in improving their writing performance.

Results also showed that students faced problems in understanding their instructor's comments and corrections.