Volume 1, Issue 1 (10-2018)                   JELCS Journal 2018, 1(1): 59-94 | Back to browse issues page

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Abstract:   (237 Views)
This study was to investigate the teachers’ written feedback commentary on students’ project essays, using four selected Colleges of Education in Ghana as case study. Specifically, the study sought to find out the syntactic/linguistic form of comments written by the teachers. Sixty-two (62) students’ project drafts were purposively sampled at the selected Colleges of Education Resource centres for the study. Ferris et al.’s, (1997) discourse analysis model of teacher written feedback commentary formed the basis of the analysis and discussion of the study. The findings of the study indicated that the end comment, where teachers focused their written commentary in the specific categories dominated with statements, with frequency (N) 82 representing (24.4%), as against Ferris et. al’s (1997) study, which realized question forms as the dominant linguistic form used in constructing teachers’ written feedback comments. The findings of this study, which are greatly informed by the theoretical and analytical frameworks adopted, have several key implications for writing pedagogy, and highlight some of the problems inherent in the feedback process which teachers in other similar settings may wish to consider.   For instance, since responding to students' writing is thought of as an essential part of successful writing in the L2 context, it is important for English teachers and teachers of writing in general to adapt this analysis model system to become aware or make their writing students aware of the significance of feedback and its impact on students' writing.
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Type of Study: Research | Subject: Special
Received: 2018/12/13 | Accepted: 2018/12/13 | Published: 2018/12/13