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RESEARCH PRODUCT

Teacher Feedback to Writing of Secondary School Learners of English in the Polish Classroom Context

subject

description

Since 1960s, process-oriented methodology in teaching English as a foreign language (EFL) writing has been thoroughly studied, researched, and successfully incorporated into pedagogy due to its repeatedly proven effectiveness. One of the procedures associated with this methodology is the provision of teacher feedback that goes beyond the form and grammatical aspects of written work. Nevertheless, while several decades of research conducted on writing instruction and teacher feedback situated within the tenets of process theories emphasize its positive influence on the development of EFL students’ writing skills, it appears that in Polish secondary school education EFL writing is largely marginalized and the quality of teacher feedback does not reflect process-influenced strategies. Using questionnaire and interview data, the authors provide an insight into the current situation regarding feedback practices utilized by EFL teachers in Polish secondary schools and scrutinize these practices on the basis of the existing EFL feedback research. They also examine possible implications of this trend and underline the need for enhancing writing skill development among secondary school learners, focusing on alternative approaches to teaching writing.