Examination of the Use of Feedback in EFL Writing Instruction: A Case Study of Jordan
DOI:
https://doi.org/10.17507/jltr.1401.28Keywords:
English as a Foreign Language, creativity in writing, feedbackAbstract
When comparing public and private schools, it is clear there are significant differences in teaching methods, and this may be used to help pupils become writers that are more creative. The goal of this research is to examine the concept of creative writing by analyzing comments made by EFL educators in their instruction. Fifteen EFL teachers in Jordan were interviewed and observed. The researcher interviewed fifteen teachers to get their opinions on how they think feedback may be used to foster creativity in writing among EFL students. The interview results revealed that thirteen instructors utilized student comments to encourage English as foreign language writers to be more creative. Moreover, observations found that ten instructors employed feedback in their courses, including peer feedback. This research supports the use of a pre- and post-test in an experimental evaluation of the impact of interventions (such as feedback) on students' writing creativity. Why some instructors oppose using creative writing exercises (feedback) is a subject that requires deeper exploration.
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