Abstract:

Feedback is widely regarded as essential for the improvement of English as a Foreign Language (EFL) writing performance. However, previous research in the field has not offered conclusive data on regarding whom feedback should be provided by, what extent it should be provided or how it should be provided, etc. The role of different feedback types such as teacher feedback and peer feedback in EFL writing across different contexts has been another controversial issue. This study aims to provide better understanding into what teachers and students experience about feedback on EFL writing, including how different contexts affect feedback practices by undertaking a synthesis of the qualitative studies. Meta-ethnographic approach was used so as to synthesize the qualitative findings of the included studies. The synthesis revealed that two dimensions of feedback were highlighted: the contextual factors affecting feedback on EFL writing and the perceived effects of feedback practices on EFL students’ writing performance. In the lights of the synthesis of qualitative findings of the included studies, several practical implications are presented in order to facilitate feedback practices in EFL writing.

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