A comparison of the impact of teacher feedback within and irrespective of the english as a foreign language learners' zone of proximal development comparison of the impact of teacher feedback within and irrespective of the english as a foreign language learners' zone of proximal development

Abstract

Especially with the development of process approach to writing instruction, the significance of feedback has gained more momentum, and teachers today spend a considerable amount of time on feedback practices even though such efforts do not always end up in satisfactory returns. In line with the growing attention, research into teacher feedback has surged considerably and heightened attention fell on the effectiveness of the feedback provided. However, not all the prevalent feedback practices have been of the desired help in facilitating learners' second language (L2) writing proficiency, resulting in a no-win situation on the part of the learner and feedback provider. Therefore, to help improve teacher feedback, viable alternatives to promote the current feedback practices will be instrumental to develop a better understanding of the conundrum. To this end, a comparison of feedback practices in process and post-process approaches is presented with a focus on the impact of teacher feedback practices on learners' revisions, writing anxiety, self-efficacy and attitudes towards writing. To achieve the comparison in question, ninety-seven English major students studying at a preparatory program at a state university in north-eastern Turkey were divided into two groups. The students in the experimental group received feedback within their zone of proximal development (ZPD), while the students in the control group, the non-ZPD students, received random help from the teacher. A mixed-methods approach was used to gather data. Questionnaires, semi-structured interviews, process-logs, retrospective protocols, and cover letters were the instruments to obtain data. The findings suggest that if feedback is delivered within learners' ZPD, it could result in higher achievement scores as well as higher self-efficacy levels and lower L2 writing anxiety scores. The findings gleaned from the quantitative data provide in-depth insights into the effectiveness of mediation in feedback practices. Overall, arguments for the integration of the sociocultural views seem to be validated.