or example teachers, during tutoring sessions, can give feedback to students verbally, which in turn, enables students improve on their accuracy and nurture their confidence (Smith, 1997, Ferris and Robert, 2001) . Peers can also make significant contributions to the students’ writing development , by proving the student writers with a glimpse of reader-based feedback on their writing efforts (Black et al., 2003, Yang et al., 2006). Without feedback, there is little learning. Ferris and Roberts (2001) reported that students who received feedback, whichever form, improved their writing. However, the worth of teacher feedback in writing, particularly, in second language writing classes, has been subject to controversy (Ferris, 2004). If feedback is given students at the end of students’ writing, the students do not find the comments invaluable, as intended by the teacher(s). Few students are interested in incorporating the feedback to already graded work (Black et al., 2003, Peterson, 2010). Therefore, feedback only becomes significant to writing development, if it is given in the beginning and middle stages (Peterson, 2010). A study has revealed that most students rely on teacher feedback, without necessarily understand their significance, in part, because the teachers are authoritative (Yang et al., 2006). In some cases, the teacher’s written comments are illegible (Lee, 2008),making it hard for the students to understand.
FERRIS, D., R. 2004. The ‘‘Grammar Correction’’ Debate in L2 Writing :Where are we, and where do we go from here?(and what do we do in the meantime...?). Journal of Second Language Writing 13, 49-62.
PETERSON, S. S. 2010. Improving Stdent Writing: Using Feedback as a Teaching Tool. What Works: Research Into Practice. A research-into-practice series produced by a partnership between the Literacy and Numeracy Secretariat and the Ontario Association of Deans of