DEVELOPING WRITING SKILLS BY INTEGRATING FEEDBACK INTO THE PROCESS OF TASK-BASED TEACHING

The article illustrates a method of including feedback into the language learning process by rendering a series of class activities leading to the enhancement of writing skill proficiency. The case study focusses on a qualitative analysis of the typical discourse-level mistakes of intermediate students, specifically focussing on discourse content and organisation. Providing feedback on these aspects is identified in the study as representing a way of raising learners’ awareness of the specific aspects of written text production, more specifically, opinion statements, and helping them acquire efficient ways to apply self-correction, an absolute necessity in language learning