An evaluation of markers’ commentary on ESL students’ argumentative essays in an ODL context

Abstract

Studies on the effectiveness of feedback to student writing are contentious and diverse. But, as Ferris (2003, 41) maintains, ‘teacher feedback may represent the single biggest investment of time by instructors, and it is certainly clear that students highly value and appreciate it.’ This is indeed true for English Second Language (ESL) students studying in an Open and Distance Learning (ODL) context where feedback is the primary medium of communication and instruction. Taking the University of South Africa as a case study, this article evaluates the effectiveness of markers’ feedback to ESL students’ essays in an ODL context by examining three categories of commentaries on a sample of first-year students’ essays. Findings reveal that markers tend to pay little attention to assessment criteria provided. It contends that there is a greater need to ensure that feedback in ESL–ODL contexts is formative and integrated into teaching and learning.

Keywords:

• assessment
• ESL students
• formative feedback
• ODL contexts
• student writing