EFFECTIVE FEEDBACK IN WRITING INSTRUCTION FROM EFL STUDENTS‘ PERSPECTIVES

Abstract

Feedback plays a crucial role in the development of second language writing skills. This study investigates the experiences of English major students at a university in Vietnam with feedback from writing classes. It aims to seek a better understanding of various types of feedback that students receive in their writing courses, assessing their quality, effectiveness, and how they align with students' needs and expectations. Surveys of 101 students following up by in-depth interviews with 10 informants who are juniors and seniors of the English major at a university were designed to collect data. Findings revealed a strong preference for more targeted, detailed, personalized teacher feedback while acknowledging the value of feedback from other sources such as peers or AI tools. They also proposed the implementation of more state-of-the art feedback delivery schemes, emphasizing the importance of incorporating tools such as digital platforms, real-time feedback systems, and AI-driven solutions that allow for more personalized, efficient and interactive dialogues. Providing feedback tailored to students’ expectations can greatly enhance their effectiveness and contribute to the overall success of L2 writing instruction.