Efficacy of Hedges in Formative Feedback on L2 Writing

Abstract

In the context of cross-cultural classrooms, the exchange of feedback between teachers and students holds significant importance as a channel for dialogic communication. This study examined how international students interpreted and responded to formative feedback during their revision processes. It had two objectives: evaluating the efficacy of hedged comments in facilitating successful revisions by L2 writers and exploring students' interpretation and comprehension of hedges delivered within formative feedback. Data was collected through students’ draft and revision writing, along with retrospective interviews. The findings indicated that implicit feedback lacking clarity posed challenges, resulting in low rates of successful revisions. Students initially reacted critically to the feedback, leading to diminished confidence, motivation, and self-esteem. They also reported differences in feedback delivery compared to their previous experiences. These results emphasize the importance of writing teachers recognizing the fundamental differences in students’ academic cultures and reconstructing feedback practices for more effective communication. By adopting culturally sensitive and contextually appropriate feedback approaches, teachers can better support students in their writing endeavors and create a more conducive learning environment.