The Impact of Teacher Corrective Feedback on EFL Student Writers’ Grammatical Improvement

Kanyakorn Sermsook, Jiraporn Liamnimitr, Rattaneekorn Pochakorn

Abstract


This paper aims to provide information about teacher corrective feedback that would be helpful for EFL students’ writing improvement. It focuses on feedback provided to correct grammatical errors made by student writers as the author finds that this type of errors can obstruct the effectiveness of students’ pieces of writing and may result in written miscommunication. Both direct and indirect teacher feedback types are discussed. Some pedagogical suggestions have been made based on the findings. It is hoped that this review article can help teachers and students in a writing class achieve the goal of producing grammatically correct English writing assignments.


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DOI: https://doi.org/10.5539/elt.v10n10p43

Copyright (c) 2017 Kanyakorn Sermsook, Jiraporn Liamnimitr, Rattaneekorn Pochakorn

License URL: http://creativecommons.org/licenses/by/4.0

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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