This session by Tuana Lopez Ibarra took place at the online Future of English Language Teaching Conference (FOELT), organised by Trinity College London and Regent’s University London. You can learn more about the annual event at trinitycollege.com/FOELT.
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Summary
Feedback and its effectiveness on L2 writing performance has been studied by many scholars, and the debate about its effects has been a controversial topic for over two decades (Cao, 2021). Apart from the inconclusive results, most studies on this topic have been conducted with postsecondary students (75%) and adult learners (86%), which highlights the need to pay more attention to young learners (Liu & Brown, 2015). Driven by this gap, this study aims to clarify whether the feedback loop has an impact on young learners' second language writing. 40 EFL Second grade students were divided into two groups: the experimental group and the comparison group. During the treatment period, the experimental group received a continuous feedback loop for 5 weeks, while the comparison group received feedback only once. At the end of the treatment period, the results of the Kruskal-Wallis test showed that the experimental group performed better than the comparison group on the post-test. (H (1) = 17.094, p .005). Pedagogical implications are presented at the end of the article along with suggestions for future studies.
About the presenter
The presenter, Tuana Lopez Ibarra is currently a doctoral student in the Department of English Language Teaching at Yeditepe University in Turkey. After completing her Master's degree in Applied Linguistics and Communication at Birkbeck, University of London, she returned to Turkey and has been teaching English as a foreign language ever since. In her teaching, she has had the opportunity to work with both young and adult learners from diverse backgrounds.