The Effect of Oral and Written Teacher Feedback on Students' Revisions in a Process-Oriented EFL Writing Class

Abstract

The purpose of this study was to determine the effect of oral and written teacher feedback on pre-intermediate student revisions on a process-oriented EFL writing class. Also investigated were student opinions about teacher feedback on their writing and the impact feedback had on attitude towards L2 writing. The study was carried out at a university in Turkey. Results indicate that written feedback is more effective than oral feedback (teacher/student conference). However, teacher feedback seemed to improve form, but not content.