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No. specjalny (2023)

Articles

Feedback practices in EFL writing instruction – the case of Polish secondary schools

DOI: https://doi.org/10.25312/2391-5137.NS23_omfe  [Google Scholar]
Published: 2023-12-11

Abstract

The present paper addresses the problem of feedback in L2 writing instruction. Its main objective is to present the outcomes of a study identifying trends concerning the provision of feedback in Polish comprehensive high schools during English lessons. The data was gathered with the use of a questionnaire, mostly based on a Likert scale. It was distributed among first-year students of English Studies at a private university in Poland, who graduated from various high schools in Poland. The results show that students often obtain feedback from their teachers on their L2 texts; however, the feedback focuses mostly on accuracy; also, only half of the students surveyed found the feedback to be motivating; the students never prepare more than one draft of their L2 text; the students perceive the role of their L2 teachers as the one of a proofreader; peer feedback is used very seldom in L2 writing instruction. The data gathered in the study show that there is a great discrepancy between what is expected from valuable feedback on L2 writing and how feedback is provided in Polish secondary schools. Hence, there exists a need for educators to change their feedback practices to make them more effective, motivating and engaging for students.

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