Feedback as a Tool for Writing Progression Researching upper secondary EFL students’ writing progress and perceptions of written feedback in a social cognitive perspective University

Abstract

This study takes its stance in the social cognitive theory investigating the writing progression made by students at upper secondary level in a nine week study. It comprises two groups, one experimental group given an introduction distinguishing the implicit theories (mindsets) we tend to hold, and one control group. The groups were treated in the same manner throughout the study except for the introduction to mindsets in the experimental group. Three research questions have been used asking (i) whether an introduction to the theory of mindsets will affect the students’ self-efficacy; (ii) how the written feedback affects the students’ writing processes and progress in developing content and form; and (iii) how the written feedback students’ receive is perceived. The results show that (1) the introduction to mindsets affected the experimental group’s self-perceptions in a positive manner and initially improved their writing; the control group showed no progression in self-perceptions and showed a slight upsurge in erratic formulations of their writing. (2) The experimental group improved their results greatly with the help of written teacher feedback, but showed no progress with the help of peer response; no significant improvement was found in the control group, instead they showed a slight increase of erratic formulations. (3) That the students tend to understand the feedback they receive but are hesitant about the meaning of some feedback given in codes, there was no particular distinction between the two groups in this aspect.