Journal article

The Effect of Sustained Teacher Feedback on CAF, Content and Organization in EFL Writing

Ali Rastgou, Neomy Storch, Ute Knoch

Iranian Journal of Language Teaching Research | Urmia University | Published : 2020


Despite teachers' mainstream practices in L2 writing classrooms addressing different dimensions of writing over time, much of the research on feedback in recent years has been of relative short duration and has mainly focused on accuracy. The current longitudinal study investigated the influence of sustained teacher written feedback on accuracy, syntactic complexity, fluency, content, and organization in an EFL context. Ninety-two learners were divided into four groups, receiving written corrective feedback, feedback on content and organization, multilateral feedback (i.e., on grammatical accuracy, content, and organization), and no feedback over a 3½-month period. They completed a pre-test,..

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