THE ROLE OF FEEDBACK IN DEVELOPPING ACADEMIC WRITING SKILLS IN EFL LEARNERS
Keywords:
feedback, academic writing, EFL learners, peer review, teacher feedback, writing development, language learning, error correctionAbstract
The development of academic writing skills remains one of the most challenging aspects of learning English as a Foreign Language (EFL). Among the various pedagogical tools available, feedback plays a central role in shaping learners’ writing competence, accuracy, and confidence. This article explores the multifaceted role of feedback in enhancing academic writing skills among EFL learners, examining its types, effectiveness, and impact on learner autonomy and performance. Drawing on contemporary research and classroom practices, the study highlights how constructive, timely, and targeted feedback contributes to improved grammatical accuracy, coherence, cohesion, and critical thinking. The article also addresses challenges associated with feedback implementation, including learner dependency and misinterpretation, and suggests strategies for optimizing its effectiveness in diverse educational contexts.
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