Teachers’ Feedback Practices in Second Language Academic Writing Classrooms

Abstract

This study provides support for the hypothesized factors of feedback practices (feedback on form, content, and writing style) employed by writing teachers in second language academic writing classes. Participants were 380 college students in a university in the Philippines who were enrolled in English academic writing classes. A 30-item questionnaire containing teachers feedback practices were administered among students. Using Confirmatory Factor Analysis, the three categories of feedback employed by writing teachers in academic writing classes were supported (2=1409.49, df=402, 2/df=3.5, RMR=.05, GFI=.96, CFA=.92, RMSEA=.08). Results furthershowed convergence of the three factors. The actual measure of feedback attained precision where the TIF curve covers 95% of the distribution. Pedagogical implications on the use and types of feedbacks employed in the language classrooms were discussed in this paper.