内容简介
In many EFL writing classrooms, teachers spend a massive amount of time responding to student writing. A large number of them adopt conventional feedback practices, marking student writing laboriously with much attention paid to errors, and dominating the feedback process without involving students actively in the feedback process. Despite the time and energy spent on written feedback, teachers themselves often feel that their efforts do not pay off as students continue to make the same errors and exhibit the same problems in writing. To tackle this taxing issue, we have to get back to basics by examining the “what”, “who”, and “why” questions of feedback in the writing classrooms so as to gain a better understanding of what feedback is, what it is for, and what it entails. We also explore the strategies that teachers can use to motivate students and empower them to take greater responsibility for learning in the writing classroom.