Recent studies were mostly concerned with focused WCF and concluded it is effective in helping learners improve their grammatical accuracy.
When as a teacher you have mixed feelings about whether or not to provide learners with WCF, is this feedback focused WCF or unfocused WCF?
It also depends on how advanced the writer is. For an advanced writer, un-focused feedback is appropriate, because it is appropriate for an advanced writer to consider nuances in their work. For a less advanced writer, maybe big picture items are more important, like use of a thesis statement and overall organization. Too many red marks, as could be provided in un-focused feedback, could be demotivating.
Dear Mobin,
It all depends on the purpose or objective in the writing task. For example, when the objective of a writing assignment is fluency and the production of ideas then I would not use focused WCF. On the other hand if the purpose is accuracy then I would definitely use it.
My five cents
It also depends on how advanced the writer is. For an advanced writer, un-focused feedback is appropriate, because it is appropriate for an advanced writer to consider nuances in their work. For a less advanced writer, maybe big picture items are more important, like use of a thesis statement and overall organization. Too many red marks, as could be provided in un-focused feedback, could be demotivating.
Dear Mobin,
I am in agreement with both Michael and Jorge but would also include the class. If its an English class then I would use both trying to limit my red marks. In other areas, topics, and as Jorge suggests accuracy is the focus the I use the one. I usually use as Micheal suggests un-focused feedback because for me the argument, development of said argument, flow, and leading of said argument is the first and foremost.
To be honest my past experience as a person who has (severe) dyslexia may be the reason behind my assessment and focus.
Douglas
Our papers on feedback could offer some thoughts, can be retrieved from Researchgate.
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