Journal of Response to Writing. 2017, 3 (1), 31-55
This qualitative study reports on teachers’ (formative) feedback practices in writing instruction. Observations and interviews were used to collect data from ten upper-secondary teachers of English as a Foreign Language (EFL) writing classes in Norway. The findings indicate that while the teachers attempt to comply with the requirements of the national curriculum regarding formative assessment, and acknowledge the pivotal role of feedback in that pedagogy, the dominant tendency is still to deliver feedback to a finished text. As such, there is limited use of feedback for the current text and no resubmission for new assessment, while feedforward is reduced to the correction of language mistakes, which does not foster writing development except for language accuracy. The limited use formative feedback suggests the need for more systematic professional development of the teachers.
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