Teacher and Students Dialoguing through Feedback on EFL Students’ Writings: A Transformative Experience

Abstract

Though both teachers and students agree that teacher written feedback is both helpful and desirable most research in L2 writing response reveals that teachers and students are respectively frustrated and disappointed regarding teacher written feedback. This is due to an impoverished dialogue where response is monologic, impersonal and a pure didactic discourse and where students are mere empty recipients of teacher written feedback .Informed by Freire’ emancipatory education and Critical Pedagogy and Mezirow’s Transformative Learning Theory, this study reflects the teacher cum-researcher’s an Exploratory practice journey of inquiry and reflection through dialoguing with ten students about her written feedback practices whereby students were invited to challenge and critique her feedback practices and the teacher to reflect on her practices