Main Article Content
A substantial body of research has demonstrated the important role of providing feedback in students’ writing development. Among the various feedback methods, the teacher-student writing conference has often been rated by learners as the most beneficial to writing development, but research on EFL students’ perceptions of writing conferences is scant. Aiming to investigate students’ experiences and attitudes towards writing conferences, this study collected data through questionnaires and individual interviews with 34 EFL students from two college English writing classes. Findings suggested that the students held high expectations and gave high ratings on the helpfulness and success of the conferences that they experienced. Affectively, they generally reacted positively towards writing conferences although meeting individually with the teacher appeared to induce anxiety in some students. While the students’ preferences seemed to differ for the investigated conferencing options including paired/group conferencing and setting of the agenda, this study identified instructor’s tutoring approach as a potential influencing factor in students’ conferencing experiences and attitudes. Several implications are suggested, including rotating between several possibilities to cater for students’ different learning styles and learning needs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).