The Effect of the Quantity of Writing Exams on Developing ESL/EL Writing Skills

Feedback in esl/efl writing has been inconclusive. in literature, several studies are available about the degree of the effect of the varying feedbacks (explicit vs. implicit; coded vs. uncoded, etc.) on the learners’ motivation and success. the effect of optimum number of writing exams on the success of l2 learners may be important as much as the effectiveness of feedback types on learners’ errors in their compositions. the aim of this study is to investigate the impact of number of writing exams on the linguistic errors in efl/esl student compositions. in this study there are two groups (e.g. experimental and control groups) consisting of 20 intermediate level students, each studying in the department of tourism guidance at a state university in turkey. control group participants took three administrative examinations, which are two midterm exams and one final exam and experimental group participants took three more exams. no feedback was provided for students compositions. the results showed that group students who took more three exams (e.g. experimental group) slightly outperformed those of control group.