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Providing written feedback is often burdensome and time-consuming for teachers, especially in large classes. This quasi-experimental study was conducted to test an alternative to giving teacher feedback in large EFL classes, i.e. employing teacher intervention during the writing process. The subjects were undergraduates taking a writing course at a Thai university. Two intact groups were employed, one assigned to be a control group and the other an experimental group. The control group finished their draft, submitted it to the teacher, and received individual written feedback while in the experimental group the teacher intervened in the writing process by giving explanations and asking the students questions before they accomplished their draft. The findings revealed a constant trace of improvement in the experimental group as measured by three tests, suggesting that this innovative teacher intervention technique was effective and may help writing teachers to deal with a large class more efficiently.



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