Malaysian ESL teachers’ practice of written feedback on students’ writing

Feedback to students’ writing plays an important role as a scaffolding technique to help the students to improve their writing skills. With the introduction of school-based assessment and the Common European Framework of Reference (CEFR) into the new Standards-based English Language Curriculum (SBEL...

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Main Authors: Razali, Khairil Azwar, Abdul Rahman, Zainurin, Sheikh Ahmad, Ismail, Othman, Joharry
Format: Article
Language:English
English
English
Published: UPM Press 2021
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https://doi.org/10.47836/pjssh.29.s3.03
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spelling my.iium.irep.943902022-03-02T03:54:20Z http://irep.iium.edu.my/94390/ Malaysian ESL teachers’ practice of written feedback on students’ writing Razali, Khairil Azwar Abdul Rahman, Zainurin Sheikh Ahmad, Ismail Othman, Joharry L Education (General) Feedback to students’ writing plays an important role as a scaffolding technique to help the students to improve their writing skills. With the introduction of school-based assessment and the Common European Framework of Reference (CEFR) into the new Standards-based English Language Curriculum (SBELC), teachers are expected to adapt the process writing approach in their classroom, where feedback is at the core of the process writing approach. This present study aims to explore Malaysian ESL teachers’ practice of written feedback in their writing classrooms. Two sample essays were used in this study. The sample essays were written by a Form Three student of a secondary school in Kuantan, Pahang, and a Form Five student from a secondary school in Manjung, Perak. The sample essays were sent to all secondary schools in Pahang, and teachers who teach the English Language at the schools were asked to mark the essay as how they would normally mark their students’ essays. The participants of this study were selected using purposive sampling. A total of 89 student sample essays with the teachers’ marking were returned, and the teachers’ feedback were analysed. This study found that most of the participants mark their students’ essays comprehensively and implicitly. However, some of the respondents did not give any feedback at all, and even if they did, the feedback would be retracted from the marking rubric. It has also been found that the respondents of this present study did not utilise comments on goals to work towards or specific activities for improvement. This paper further discusses the findings in view of the assessment of learning (AfL) and gives recommendations for future practice. UPM Press 2021-11-30 Article PeerReviewed application/pdf en http://irep.iium.edu.my/94390/7/94390_Malaysian%20ESL%20teachers%E2%80%99%20practice%20of%20written%20feedback.pdf application/pdf en http://irep.iium.edu.my/94390/13/94390_Malaysian%20ESL%20Teachers%27%20Practice%20of%20Written%20Feedback%20on%20Students%27%20Writing.pdf application/pdf en http://irep.iium.edu.my/94390/19/94390_Malaysian%20ESL%20teachers%E2%80%99%20practice_SCOPUS.pdf Razali, Khairil Azwar and Abdul Rahman, Zainurin and Sheikh Ahmad, Ismail and Othman, Joharry (2021) Malaysian ESL teachers’ practice of written feedback on students’ writing. PERTANIKA Journal of Social Sciences and Humanities, 29 (Special Issue 3). pp. 47-67. ISSN 0128-7702 E-ISSN 2231-8534 http://www.pertanika.upm.edu.my/resources/files/Pertanika%20PAPERS/JSSH%20Vol.%2029%20(S3)%202021/03%20JSSH(S)-1510-2021.pdf https://doi.org/10.47836/pjssh.29.s3.03
institution Universiti Islam Antarabangsa Malaysia
building IIUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider International Islamic University Malaysia
content_source IIUM Repository (IREP)
url_provider http://irep.iium.edu.my/
language English
English
English
topic L Education (General)
spellingShingle L Education (General)
Razali, Khairil Azwar
Abdul Rahman, Zainurin
Sheikh Ahmad, Ismail
Othman, Joharry
Malaysian ESL teachers’ practice of written feedback on students’ writing
description Feedback to students’ writing plays an important role as a scaffolding technique to help the students to improve their writing skills. With the introduction of school-based assessment and the Common European Framework of Reference (CEFR) into the new Standards-based English Language Curriculum (SBELC), teachers are expected to adapt the process writing approach in their classroom, where feedback is at the core of the process writing approach. This present study aims to explore Malaysian ESL teachers’ practice of written feedback in their writing classrooms. Two sample essays were used in this study. The sample essays were written by a Form Three student of a secondary school in Kuantan, Pahang, and a Form Five student from a secondary school in Manjung, Perak. The sample essays were sent to all secondary schools in Pahang, and teachers who teach the English Language at the schools were asked to mark the essay as how they would normally mark their students’ essays. The participants of this study were selected using purposive sampling. A total of 89 student sample essays with the teachers’ marking were returned, and the teachers’ feedback were analysed. This study found that most of the participants mark their students’ essays comprehensively and implicitly. However, some of the respondents did not give any feedback at all, and even if they did, the feedback would be retracted from the marking rubric. It has also been found that the respondents of this present study did not utilise comments on goals to work towards or specific activities for improvement. This paper further discusses the findings in view of the assessment of learning (AfL) and gives recommendations for future practice.
format Article
author Razali, Khairil Azwar
Abdul Rahman, Zainurin
Sheikh Ahmad, Ismail
Othman, Joharry
author_facet Razali, Khairil Azwar
Abdul Rahman, Zainurin
Sheikh Ahmad, Ismail
Othman, Joharry
author_sort Razali, Khairil Azwar
title Malaysian ESL teachers’ practice of written feedback on students’ writing
title_short Malaysian ESL teachers’ practice of written feedback on students’ writing
title_full Malaysian ESL teachers’ practice of written feedback on students’ writing
title_fullStr Malaysian ESL teachers’ practice of written feedback on students’ writing
title_full_unstemmed Malaysian ESL teachers’ practice of written feedback on students’ writing
title_sort malaysian esl teachers’ practice of written feedback on students’ writing
publisher UPM Press
publishDate 2021
url http://irep.iium.edu.my/94390/7/94390_Malaysian%20ESL%20teachers%E2%80%99%20practice%20of%20written%20feedback.pdf
http://irep.iium.edu.my/94390/13/94390_Malaysian%20ESL%20Teachers%27%20Practice%20of%20Written%20Feedback%20on%20Students%27%20Writing.pdf
http://irep.iium.edu.my/94390/19/94390_Malaysian%20ESL%20teachers%E2%80%99%20practice_SCOPUS.pdf
http://irep.iium.edu.my/94390/
http://www.pertanika.upm.edu.my/resources/files/Pertanika%20PAPERS/JSSH%20Vol.%2029%20(S3)%202021/03%20JSSH(S)-1510-2021.pdf
https://doi.org/10.47836/pjssh.29.s3.03
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score 13.211869