Teacher Written Feedback on L2 Student Writings

Abstract

In the past few decades, a great number of researches have been conducted on the teacher written feedback and its influence on L2 student writings. The researches are mainly concerned with the major types, and the characteristics of the feedback as well as student reactions to the feedback, or the impact of teacher written feedback and that of peer feedback, indicating that feedback is still a fundamental element of a process approach to writing. This paper has taken a further consideration on the appropriate, effective and efficient teacher written feedback on L2 student writings by engaging students’ mind with minimal marking and by ensuring students’ positive feelings with demonstrated improvement, which enables students to expand their language and ideas, the ultimate goal of their learning in writing. Thus, the paper presents the four principles of producing effective teacher written feedback.