Investigating the Impact of a Comprehensive Writing Feedback Guide on Enhancing Learner Autonomy

Abstract

This research set out to test the efficiency of a comprehensive writing correction guide (CWCG) for EFL students at the Preparatory Studies Centre of the University of Technology and Applied Sciences – Al Mussanah in Oman. The limitation of correction codes is that it only provides linguistic feedback, whereas the CWCG provides feedback on linguistic and organizational aspects of writing along with an explanation of how to correct the errors. The central aim was to discover whether the CWCG had an impact on learner writing proficiency. To do so, a mixed method approach was used. Quantitative data was gathered using final exam writing results and student and teacher surveys. Qualitative data was gathered via semi-structured interviews with students and teachers. The findings presented a significant difference in exam results of students using the CWCG for technical writing and it also showed improvement in exam results for essay writing. Though student responses showed no difference in attitude, results showed that the teachers observed high learner autonomy. Ultimately, stakeholders can benefit from using the CWCG as it can help improve student writing and increase learner autonomy. This study recommends creating innovative AI solutions using the writing elements in the CWCG and mapping them with assessment criteria to get closer to the possibility of accurate AI grading.

Keywords

• written corrective feedback
• linguistic and organizational feedback
• learner autonomy
• self-correction tutor feedback
• feedback incorporation
• second language writing