The impact of in-text feedback vs. rubric-based feedback on writing performance and self-efficacy of Iranian intermediate EFL learners
الموضوعات :
Mahdieh Shafipoor
1
,
Mandana Dalvand
2
1 - Department of English Language, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran
2 - Department of English Language, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran
الکلمات المفتاحية: In-text Feedback, Rubric-based Feedback, Self-efficacy, Writing Performance,
ملخص المقالة :
The primary aim of this quasi-experimental study was to delve into the contrasting effects of In-text Feedback and Rubric-based Feedback on the writing performance and self-efficacy of Iranian Intermediate English as a Foreign Language (EFL) learners. To do so, 120 intermediate female English language learners between the ages of 12 and 16 were recruited based on non-random convenience sampling method from an English language institute to take Oxford Placement Test (OPT) to ensure a homogenized group of participants. Then, 60 participants whose scores fell within one standard deviation below and above the mean OPT score were recruited. The selected participants were randomly assigned to one of three groups: the in-text group, the rubric-based group, and the control group, with each group consisting of 20 students. Each group also took writing pre-test and completed self-efficacy questionnaire before the treatment. Next, the participants engaged in the assigned writing activities which were similar and received relevant feedback types for ten sessions. After the treatment, all groups took writing post-test and completed the self-efficacy questionnaire again. The results revealed that both in-text feedback and rubric-based feedback had a statistically significant effect on the writing performance of the learners. Additionally, there was a significant difference in the effect of in-text feedback versus rubric-based feedback on writing performance. In terms of self-efficacy, both types of feedback showed a statistically significant effect. However, there was no significant difference between the effects of in-text feedback and rubric-based feedback on self-efficacy. The findings of the study carry important implications for various stakeholders involved in English as a Foreign Language (EFL) learning, including learners, teachers, language centers, and teacher trainers.
Alfaki, I. (2015). University students' English writing problems: Diagnosis and remedy. International Journal of English Language Teaching, 3(2), 40-52. https://doi.org/10.5296/ijelt.v3i2.7947
Al-Mukdad, S. (2019). Investigating English academic writing problems encountered by Arab international university students. Theory and Practice in Language Studies, 9(3), 300-306. https://doi.org/10.17507/tpls.0903.02
Alnasser, S. M., & Alyousef, H. S. (2015). Improving the effectiveness of the peer feedback technique: The impact of focusing EFL student-writers on macro level features. International Journal of English Language Education, 3(1), 92-112. https://doi.org/10.5296/ijele.v3i1.6764
Al-Saadi, Z. (2020). Gender differences in writing: The mediating effect of language proficiency and writing fluency in text quality. Cogent Education, 7(1), 177-182. https://doi.org/10.1080/2331186X.2020.1727286
Annisa, A., & Gusnawaty, G. (2024). Feedback and revisions in developing writing skills in second language learners: A systematic review. Kajian Pendidikan, Seni, Budaya, Sosial dan Lingkungan, 1(1), 1-8. https://doi.org/10.58881/kpsbsl.v1i1.7
Bailey, A. L., & Huang, B. H. (2011). Do current English language development/proficiency standards reflect the English needed for success in school? Language Testing, 28(3), 343-365. https://doi.org/10.1177/0265532210384903
Bandura, A. (1986). Social foundations of thought and action: A social cognitive view. Prentice Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88(1), 87-99. https://doi.org/10.1037/0021-9010.88.1.87
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
Brooks, C., Burton, R., van der Kleij, F., Ablaza, C., Carroll, A., Hattie, J., & Neill, S. (2021). Teachers activating learners: The effects of a student-centered feedback approach on writing achievement. Teaching and Teacher Education, 105(1), 103-110. https://doi.org/10.1016/j.tate.2021.103343
Brookhart, S. M. (2003). Enhancing classroom assessment through feedback. In S. M. Brookhart (ED.), Assessment, grading, and record keeping in the classroom (pp. 73-98). Eye on Education.
Brown, D. (2007). Principles of language learning and teaching. Pearson Education.
Bürgermeister, A., Glogger-Frey, I., & Saalbach, H. (2021). Supporting peer feedback on learning strategies: Effects on self-efficacy and feedback quality. Psychology Learning & Teaching, 20(3), 383-404. https://doi.org/10.1177/14757257211016604
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233. https://doi.org/10.1080/03075070600680650
Cheng, X., & Zhang, L. J. (2021). Teacher written feedback on English as a foreign language learners’ writing: Examining native and non-native English-speaking teachers’ practices in feedback provision. Frontiers in Psychology, 12(1), 629-633. https://doi.org/10.3389/fpsyg.2021.619964
Cole, J., & Feng, J. (2015). Effective strategies for improving writing skills of elementary English language learners. In Chinese American Educational Research and Development Association Annual Conference (pp. 1-25). Retrieved from http://files.eric.ed.gov/fulltext/ED556123.pdf
Derham, C., Balloo, K., & Winstone, N. (2021). The Focus, function, and framing of feedback information: Linguistic and content analysis of in-text feedback comments. Evaluation in Higher Education, 1(1), 1-14. https://doi.org/10.1080/02602938.2021.1969335
Dirkx, K., Joosten-ten Brinke, D., Arts, J., & van Diggelen, M. (2021). In-text and rubric-referenced feedback: Differences in focus, level, and function. Active Learning in Higher Education, 22(3), 189-201. https://doi.org/10.1177/1469787419855208
Eryilmaz, A., & Yesilyurt, Y. E. (2020). Foreign language writing as a developmental process (foundation, expansion, development, and completion): The FEDCom model. International Journal of Contemporary Educational Research, 7(2), 307-334. https://doi.org/10.33200/ijcer.768768
Ferris, D. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland, & F. Hyland, Feedback in Second Language Writing: Contexts and Issues (pp. 81-104). Cambridge University Press.
Graham, S., & Harris, K. (2005). Writing better: Effective strategies for teaching students with learning difficulties. Brookes Publishing Company.
Göçer, A., & Şenel, M. (2017). The effectiveness of different types of feedback on Turkish learners' written accuracy. Language Teaching Research, 21(6), 707-728. https://doi.org/10.33200/ijcer.768768
Hasan, A. A. A. (2022). Effect of rubric-based feedback on the writing skills of high school graders. Journal of Innovation in Educational and Cultural Research, 3(1), 49-58. https://doi.org/10.46843/jiecr.v3i1.52
Huisman, B., Saab, N., van den Broek, P., & van Driel, J. (2019). The impact of formative peer feedback on higher education students’ academic writing: A meta-analysis. Assessment & Evaluation in Higher Education, 44(6), 863-880. https://doi.org/10.1080/02602938.2018.1521179
Hyland, K. (2003). Second Language Writing. Cambridge University Press.
Jerusalem, M., & Schwarzer, R. (1992). Self-efficacy as a resource factor in stress appraisal processes. In R. Schwarzer (Ed.), Self-efficacy: Thought control of action (pp. 195-213). Routledge.
Lane, J., Lane, A. M., & Kyprianou, A. (2004). Self-efficacy, self-esteem and their impact on academic performance. Social Behavior and Personality: An International Journal, 32(3), 247-256. https://doi.org/10.2224/sbp.2004.32.3.247
Lv, X., Ren, W. & Xie, Y. (2022). The effects of online feedback on ESL/EFL Writing: A meta-analysis. Asia-Pacific Edu Res 30, 643–653. https://doi.org/10.1007/s40299-021-00594-6
Mackey, A., & Gass, S. M. (2015). Second Language Research: Methodology and Design. Routledge.
Mahmoudi, F., & Bugra, C. (2020). The effects of using rubrics and face to face feedback in teaching writing skill in higher education. International Online Journal of Education and Teaching, 7(1), 150-158. https://doi.org/10.15345/iojet.671
Mallahi, O., & Saadat, M. (2020). Effects of feedback on Iranian EFL learners' writing development: group dynamic assessment vs. formative assessment. Iranian Evolutionary Educational Psychology Journal, 2(4), 258-277. https://doi.org/10.52547/ieepj.2.4.258
Mao, Z., Lee, I., & Li, S. (2024). Written corrective feedback in second language writing: A synthesis of naturalistic classroom studies. Language Teaching, 1-29. https://doi.org/10.1017/s0261444823000393
Noroozi, M., & Siyyari, M. (2019). Meaning-focused output and meaning-focused input: The case of passive and active vocabulary learning. Cogent Arts & Humanities, 6(1), 165-172. https://doi.org/10.1080/23311983.2019.1608712
Pablo, J. C., & Lasaten, R. C. (2018). Writing difficulties and quality of academic essays of senior high school students. Asia Pacific Journal of Multidisciplinary Research, 6(4), 46-57. https://www.researchgate.net/publication/328331613_Writing_Difficulties_and_Quality_of_Academic_Essays_of_Senior_High_School_Students
Paltridge, B. (2004). The role of feedback: An analysis of written teacher feedback to ESL student writing. Hong Kong Journal of Applied Linguistics, 8(2), 83-104. https://doi.org/10.4324/9781410611505-9
Pajares, F., & Valiante, G. (1999). Grade level and gender differences in the writing self-beliefs of middle school students. Contemporary Educational Psychology, 24(4), 390-405. https://doi.org/10.1006/ceps.1999.1018
Pajares, F., & Valiante, G. (2001). Grade level and gender differences in the writing self-beliefs of middle school students. Contemporary Educational Psychology, 26(2), 146-166. https://doi.org/10.1006/ceps.2000.1048
Price, F., & Kadi-Hanifi, K. (2011). E-motivation! The role of popular technology in student motivation and retention. Research in Post-Compulsory Education, 16(2), 173-187. https://doi.org/10.1080/13596748.2011.571720
Rahman, M. N. (2017). Incorporating different forms of feedback in teaching writing: An insight into a real classroom. BELTA Journal, 1(1), 64-82. https://doi.org/10.36832/beltaj.2017.0101.04
Rahimi, M. (2021). A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners’ writing accuracy and quality. Language Teaching Research, 25(5), 687-710. https://doi.org/10.1177/1362168819879182
Rao, P. S. (2019). The role of English as a global language. Research Journal of English, 4(1), 65-79. https://doi.org/10.1002/9781118784235.eelt0311
Reichelt, M. (1999). Recurrent error patterns in the writing of university students. English for Specific Purposes, 18(4), 313-326. https://doi.org/10.1016/S0889-4906(97)00068-9
Riadil, I. G., & Nur, M. R. (2020). Exploring the impact of extroversion and introversion personality types on EFL learners’ preferences in publishing research papers. International Journal of Education, Language, and Religion, 2(2), 47-53. https://doi.org/10.21462/ijelr.v2i2.57
Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge.
Salaxiddinovna, M. G. (2022). Solutions to the problems of teaching writing skills in English in higher education institutions based on foreign manuals. Web of Scientist: International Scientific Research Journal, 3(6), 1782-1785. https://doi.org/10.46763/WoS.2022.03.006
Sarvestani, M. S., & Pishkar, K. (2015). The effect of written corrective feedback on writing accuracy of intermediate learners. Theory and Practice in Language Studies, 5(10), 2046-2052. https://doi.org/10.17507/tpls.0510.10
Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87(3), 386-394. https://doi.org/10.1037/0022-0663.87.3.386
Schwartz, R. M., & White, B. T. (2000). The influence of writing mode on revision. In R. M. Schwartz & B. T. White (EDs), Handbook of Writing Research (pp. 409-422). Guilford Press.
Szlachta, B., Polok, K., & Bieńkowska, I. (2023). The importance of feedback in Improving students’ writing skills with the assistance of new technologies. Multidisciplinary Journal of School Education, 12(1), 357-386. https://doi.org/10.35765/mjse.2023.1223.16
Weal, E. (2013). English grammar: Step by step, Books 1 and 2 Gramática del inglés: Paso a paso, Books 1 and 2. CATESOL Journal, 24, 327-345.
Wahyuni, S. (2017). The effect of different feedback on writing quality of college students with different cognitive styles. Dinamika Ilmu, 17(1), 39-58. https://doi.org/10.21093/di.v17i1.649
Xiaoxiao, L., & Yan, L. (2010). A case study of dynamic assessment in EFL process writing. Chinese Journal of Applied Linguistics (Foreign Language Teaching & Research Press), 33(1), 1-20. https://doi.org/10.1515/cjal-2015-0031
