Improving the practice of giving feedback on ESL learners\u27 written compositions

There has been increased research in the area of feedback in students\u27 written compositions since Truscott\u27s (1996) article that strongly argued against error correction in ESL learners\u27 writing. Many of these research studies have, however, concentrated on the effect of teacher written corrective feedback on ESL learners\u27 writin (Bitchener & Knoch, 2008;Ferris,2002; Haines,2004). Little attention has been given to the use of alternate feedback strategies to supplement teacher written feedback on leaners\u27 writing. Besides, many of these studies have been more concerner with describing students\u27 responses rather than trying to improve teachers\u27 feedback practice. This study was, therefore, aimed compositions through use of self-correction and conferencing on ESL learners\u27 compositions to supplement improved teacher written feedback. The study, conducted in a form 3 (year 10) ESL class in secondary school in Dar es salaam, Tanzania, employed a qualitative approach; action research design. Data collected from interviews, observations, informal conversations and feedback exit slips with students and the subject teacher formed the basis of reflections and analysis. The findings show that the use of these strategies lead to improved quality of learners\u27 written compositions and learners\u27 increased motivation and confidence in writing. The study concludes by recommending the use of these strategies to improve the practice of providing feedback on ESL learners\u27 compositions to i,prove their writing skills