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THE ROLE OF FEEDBACK IN DEVELOPING ENGLISH
WRITING SKILLS
Majidova Sevinch Abdurashid kizi,
Chirchik State Pedagogical University
4th year student of the Faculty of Tourism,
Foreign Language and Literature (English).
Email: majidovasevinch68@gmail.com
Scientific Supervisor
Rozikova Zilola Tursunboy kizi
Teacher of Chirchik State Pedagogical University
E-mail: rozikova1625@gmail.com
z.rozikova@cspu.uz
https://doi.org/10.5281/zenodo.15183874
ARTICLE INFO
ABSTRACT
Qabul qilindi: 6-aprel 2025 yil
Ma’qullandi:7-aprel 2025 yil
Nashr qilindi: 9-aprel 2025 yil
The article’s main idea—feedback as a crucial
component in enhancing writing abilities—is
introduced in the introduction, which also sets the
scene by highlighting the significance of writing
fluency in English. It describes how feedback can assist
students in determining their areas of strength and
growth, so promoting the development of their writing.
Peer and instructor feedback are both mentioned in
the introduction as resources that can promote skill
development.
KEY WORDS
feedback,
writing
skills,
English writing, peer feedback,
teacher
feedback,
writing
development, writing proficiency,
revision, student engagement.
English writing ability is essential for communication, work environments, and education.
However, many students find it difficult to acquire excellent writing skills. Feedback is one of
the most important factors in enhancing writing. Feedback reveals mistakes, points out areas
that want work, and offers crucial insights. It promotes growth and learning by assisting
students in reflecting on their advantages and disadvantages. This article examines the ways
in which different types of feedback aid in the improvement of English writing abilities.
Peer and instructor feedback is a tool for development. According to research, giving
students feedback encourages them to reflect on their work and improve it. Writing abilities
can be greatly improved by incorporating constructive criticism into the writing process.
Using recent research to investigate the evidence of feedback's influence on writing skill, this
article will look at the many kinds of feedback, the feedback process, and its function in
improving writing.
The advantages of peer feedback in encouraging student participation and
teamwork are emphasized by Liu and Zhu [3]. Their research revealed that peer interactions
enhance students' capacity to properly evaluate writing and help them build a feeling of
audience. Peer evaluations, however, can occasionally be inaccurate, particularly when
students' skill levels differ.
This study largely uses a literature review strategy as part of its qualitative research
methodology. The study looks at previous research and polls on how well feedback works to
help people write better in English. Academic journals, books, and papers that concentrate on
the function of feedback in education, language acquisition, and writing development are
among the sources used for this review. In order to assess the practical influence on students'
writing skills, case studies from educational contexts where feedback mechanisms were
applied have also been examined.
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YANGI O'ZBEKISTON ILMIY
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The following crucial issues are the subject of the review:
a)
Feedback types: include written, peer-generated, teacher-led, and oral feedback.
b)
Feedback Delivery: How feedback is provided (e.g., digital platforms, one-on-one
meetings, or written remarks).
c)
Use of input: How students apply or disregard input, and how self-reflection plays a
part in this process.
d)
Effect on Writing Proficiency: How writing speed, confidence, and overall quality are
impacted by criticism.
Feedback and better writing abilities are directly correlated, according to existing research.
According to Hattie and Timperley, learning outcomes are more meaningful when feedback is
timely and detailed. As stated by Hattie and Timperley [2] "the feedback needs to be clear,
specific, and directed at the task, rather than the person"? This demonstrates how students
are better able to concentrate on topic and structure when they receive criticism that
emphasizes writing quality rather than personal characteristics.
Peer review has also been demonstrated to be successful when properly facilitated. Peer
feedback encourages critical thinking since it allows students to learn from each other's
strengths and flaws, according to Li and Zhu [3]. According to them, "Peer feedback can
provide diverse perspectives, helping students reflect on their own writing and improve" [3].
Peer review can also encourage students to write better by fostering a sense of belonging and
teamwork.
Most people agree that teacher feedback is crucial for language learners. Direct corrective
feedback, especially on grammar and sentence structure, greatly increases writing accuracy,
according to Ferris [1]. It's important to strike a balance between direct and indirect feedback
because too many specific corrections could overwhelm children.
Feedback can take many different forms, such as digital, spoken, or written comments.
Feedback from teachers is most often given in writing. Ferris [1] asserts that written feedback
is an excellent learning technique since it enables students to go back and review their work
several times. However, it is essential that the criticism be balanced and explicit, including
both areas of strength and room for development.
One useful resource in the writing classroom is peer feedback. It encourages critical
thinking and offers a different viewpoint. However, if students lack the necessary skills to
provide constructive criticism, peer review may not be helpful. For example, "without clear
guidelines, peer feedback may be superficial and fail to contribute to improvement" [3]. Peer
feedback, however, gives students a chance to critically interact with their own and their
peers' writing when it is structured properly.
Feedback that is timely, targeted, and scaffolded works best. Three questions are at
the center of the feedback model proposed by Hattie and Timperley [2]:
1. Where am I heading? (Explaining learning objectives)
2. How am I doing? (Offering comments pertaining to progress)
3. What comes next? (Directing upcoming enhancements)
An all-encompassing support system for English language learners can be created by
combining automated, peer, and teacher feedback. Peer feedback encourages active learning,
automatic systems provide immediate correction, and teacher feedback guarantees
professional assistance.
Giving students constructive criticism is essential to improving their English writing abilities
since it helps them improve their organization, reasoning, and grammar. Structured feedback
improves correctness, as Ferris (2010) contends [1], and peer interactions help build writing
confidence (Liu and Zhu, 2022) [3]. In order to optimize learning results, future studies
should investigate the integration of various feedback modalities.
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