Feedback Table
1
32 revisions made by students (e.g., Ferris, 1997); and (4) the effect of teacher versus peer feedback (Chaudron, 1984; Connor & Asenavage, 1994; Hedgcock & Lefkowitz, 1992). Table 2.1 Different Forms of Feedback Types Forms Characteristics Teacher Written Feedback Commentary The most common type/Handwritten comments on the studen paper Rubrics A variation on commentary/The use of cover sheets with criteria Minimal marking/Coding A type of in -text, form-based feedback/Indication of the location and type of error, rather than direct correction/More effective in stimulating a student response and in developing self-editing strategies Electronic feedback Comments on electronic submission by email/Linking to onlin explanations of grammar Teacher- Student Conferencing Teacher/whole class conference Complement for the limitations of one -way written feedback Encouraging students to think about writing as something that can be organized and improved Giving writers an opportunity to talk about their writing and reflecting on the process Giving teachers a chance to listen, learn, and diagnose Teacher -mini Conference One-on-one conference Peer Feedback Creating an authentic social context for interaction and learning Creating a learner ’s participation, and nonjudgmental environment Developing critical reading skills Understanding reader needs Reducing teacher ’s workload II.4. 1 Teacher Written Feedback Over the last twenty years, much research has been conducted in the area of teacher feedback in L2 composition. These studies have most often investigated: (1) the effect of various feedback foci (i.e. content vs. form) on student compositions; (2) student preferences for different feedback foci and techniques; and (3) students' reactions to feedback already received on their writing. This research has consistently shown that students want and value feedback. Even though quite a substantial body of research on feedback in L2 writing exists, the findings in these studies have often been inconclusive and contradictory. Research on teacher feedback has been focused primarily on its ineffectiveness in both the Ll (Hillocks, 1986; Sommers, 1982) and the L2 contexts (Zamel, 1985), blaming either the vague, “rubber-stamp ” quality of the comments or the reliance on error correction as the PDF created with pdfFactory Pro trial version www.pdffactory.com
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Transcript of Feedback Table
32
revisions made by students (e.g., Ferris, 1997); and (4) the effect of teacher versus peer
feedback (Chaudron, 1984; Connor & Asenavage, 1994; Hedgcock & Lefkowitz, 1992).
Table 2.1 Different Forms of Feedback
Types Forms Characteristics
TeacherWrittenFeedback
Commentary The most common type/Handwritten comments on the studenpaper
Rubrics A variation on commentary/The use of cover sheets withcriteria
Minimalmarking/Coding
A type of in-text, form-based feedback/Indication of thelocation and type of error, rather than direct correction/Moreeffective in stimulating a student response and in developingself-editing strategies
Electronicfeedback
Comments on electronic submission by email/Linking to onlinexplanations of grammar
Teacher-StudentConferencing
Teacher/wholeclass conference
Complement for the limitations of one-way written feedbackEncouraging students to think about writing as something that can be organized and improvedGiving writers an opportunity to talk about their writing andreflecting on the processGiving teachers a chance to listen, learn, and diagnose
Teacher-miniConferenceOne-on-oneconference
Peer FeedbackCreating an authentic social context for interaction and learningCreating a learner’s participation, and nonjudgmentalenvironmentDeveloping critical reading skillsUnderstanding reader needsReducing teacher’s workload
II.4. 1 Teacher Written Feedback
Over the last twenty years, much research has been conducted in the area of teacher
feedback in L2 composition. These studies have most often investigated: (1) the effect of
various feedback foci (i.e. content vs. form) on student compositions; (2) student preferences
for different feedback foci and techniques; and (3) students' reactions to feedback already
received on their writing. This research has consistently shown that students want and value
feedback. Even though quite a substantial body of research on feedback in L2 writing exists,
the findings in these studies have often been inconclusive and contradictory.
Research on teacher feedback has been focused primarily on its ineffectiveness in both
the Ll (Hillocks, 1986; Sommers, 1982) and the L2 contexts (Zamel, 1985), blaming either
the vague, “rubber-stamp” quality of the comments or the reliance on error correction as the
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