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Focus on ELT Journal

Special Issue, 4(1), 2022

ISSN: 2687-5381

The Impact of Teacher E-Feedback on Students’ Writing:

A Waste of Time or a Road to Success?

Erkan, G. (2022). The impact of teacher e-feedback on students’ writing: A waste of time or

a road to success? Focus on ELT Journal, 4(1), 46-59. https://doi.org/10.14744/felt.2022.4.1.4

Gerde et al. (2020) states that writing is an essential early literacy skill that establishes the
groundwork for subsequent literacy proficiencies and reading achievements in children. Writing
is the act of communicating thoughts, feelings, and perspectives through the medium of print:
composing or writing for communication (Gerde et al., 2020, p. 2). Erkan (2022) asserts that the
analysis of students' writing may provide significant insights for educators regarding their
students' writing proficiencies, as well as their areas of strength and areas in need of
improvement. This information can assist educators in customizing their feedback to target
specific areas in which students want enhancement. Teachers can discern recurring error patterns
in grammar, vocabulary, and organization, enabling them to offer specific feedback aimed at
enhancing students' proficiency in these domains. Furthermore, the examination of students'
written work enables educators to gain insights into their students' writing methodologies and
strategies, enhancing their ability to provide effective instruction and assistance. On the contrary,
the act of students engaging in self-analysis of their own writing can prove beneficial in
identifying areas of weakness and subsequently formulating effective solutions to fix these areas.
Through engaging in self-reflection on their own writing, students can enhance their awareness
of both their strengths and limitations, cultivating a more comprehensive comprehension of the
intricate writing process. This practice can facilitate the development of independent writing
skills and foster a sense of responsibility for one's own learning.
Erkan (2022) proposes that instructors can instruct students on the writing process by offering
constructive criticism that serves as a guide. The process approach to writing underscores the notion
that writing is a multi-step and intricate undertaking that demands diligence and investment from both
the instructor and the learner. To assist students in developing their writing abilities, instructors may
offer feedback at various phases of the process, including pre-writing, drafting, revising, and editing.
Teachers can model the writing process for their students by illustrating how to organize, compose,
revise, and edit a piece of writing, in addition to offering constructive criticism. Additionally, instructors
can afford students the chance to engage in activities that simulate every phase of the writing process,
including ideation, outlining, and peer editing. Through participation in these exercises, students can
cultivate a more comprehensive comprehension of the writing process and evolve into more confident
and autonomous writers. This paper will analyze two collected writing samples in Spanish and two in
English from one student in third-grade level or higher.

Conclusion

In summary, an analysis of the students' writing samples yields significant observations regarding their
linguistic proficiencies and domains requiring enhancement. It is clear from the student's specific error
examples that they struggle to write in English and frequently need help. Nevertheless, the analysis
reveals that the student is advancing and possesses the capacity to further refine their writing abilities
through further instruction and assistance. In general, the feedback regarding the student's writing is
vital for customizing instruction and delivering efficacious assistance to facilitate the student's
achievement. The teacher values the student's writing information because it provides insight into the
student's language proficiency and areas requiring further development. Analysis of the student's writing
samples reveals that the student frequently requires assistance with writing in English. The writer can
use this information to tailor the lesson to the student's needs and provide additional support as
needed. Moreover, the analysis furnishes the instructor with instances of mistakes committed by the
student in their sample writings, enabling the instructor to focus on domains that require enhancement.
In general, the data contained in the student's written work holds significance in enabling the instructor
to deliver efficacious guidance and assistance to the student.

Students should learn that writing can be used for many things, like sharing information, making a case,
contemplating oneself, talking about an experience, improving reading comprehension, or just having
fun. It's important to learn how to write well for different reasons, not just to do well in school, but also
to be involved in their personal and professional life.

Effective writing entails more than simple transcription of thoughts as they occur to you. Writing is a
process that necessitates the writer to engage in thoughtful consideration of the intended message,
devise a strategy for expressing it, comprehend the reader's requirements, and plan accordingly.
Y - JOUR

AU - Gerde, Hope

AU - Bingham, Gary

AU - Wasik, Barbara

PY - 2012/12/01

SP -

T1 - Writing in Early Childhood Classrooms: Guidance for Best Practices

VL - 40

DO - 10.1007/s10643-012-0531-z

JO - Early Childhood Education Journal

ER -

Gerde, H., Bingham, G. & Wasik, B. (2012, December 1). Writing in Early Childhood Classrooms: Guidance
for Best Practices. Early Childhood Education Journal, 40.
https://www.readingrockets.org/sites/default/files/migrated/Writing-in-Early-Childhood-
Classrooms-Best-Practices.pdf

https://www.readingrockets.org/sites/default/files/migrated/Writing-in-Early-Childhood-Classrooms-
Best-Practices.pdf

Early Childhood Educ J

Writing in Early Childhood Classrooms: Guidance for Best

Practices

Hope K. Gerde • Gary E. Bingham •

Barbara A. Wasik

May 20 2012

Gerde et al. (2020) states that writing is an essential early literacy skill that establishes the groundwork
for subsequent literacy proficiencies and reading achievements in children. Writing is the act of
communicating thoughts, feelings, and perspectives through the medium of print: composing or writing
for communication (Gerde et al., 2020, p. 2).

Analyzing student’s writing is important because . According to Freeman and