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Article: The impact of teacher written feedback on individual writers

TitleThe impact of teacher written feedback on individual writers
Authors
Issue Date1998
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jslw
Citation
Journal Of Second Language Writing, 1998, v. 7 n. 3, p. 255-286 How to Cite?
AbstractThis study investigates ESL writers' reactions to and uses of written feedback. Using a case study approach and a variety of data sources including observation notes, interview transcripts and written texts, overall findings on six students' use of written feedback throughout a course will be briefly discussed. The paper then focuses on two student writers who show contrasting patterns of feedback use and who also both become much less positive about their writing during the course. The student revisions after receiving teacher written feedback are analyzed and contextual data is used to gain a deeper understanding of the students' motivations and responses to the feedback. The data show that use of teacher written feedback varies due to individual differences in needs and student approaches to writing. It also appears to be affected by the different experiences students bring with them to the classroom setting. Some implications for teachers giving feedback are also given. It is suggested that there needs to be a more open teacher/student dialogue on feedback, since the data suggest that the feedback situation has great potential for miscommunication and misunderstanding.
Persistent Identifierhttp://hdl.handle.net/10722/175344
ISSN
2015 Impact Factor: 1.744
2015 SCImago Journal Rankings: 1.755
References

 

DC FieldValueLanguage
dc.contributor.authorHyland, Fen_US
dc.date.accessioned2012-11-26T08:58:30Z-
dc.date.available2012-11-26T08:58:30Z-
dc.date.issued1998en_US
dc.identifier.citationJournal Of Second Language Writing, 1998, v. 7 n. 3, p. 255-286en_US
dc.identifier.issn1060-3743en_US
dc.identifier.urihttp://hdl.handle.net/10722/175344-
dc.description.abstractThis study investigates ESL writers' reactions to and uses of written feedback. Using a case study approach and a variety of data sources including observation notes, interview transcripts and written texts, overall findings on six students' use of written feedback throughout a course will be briefly discussed. The paper then focuses on two student writers who show contrasting patterns of feedback use and who also both become much less positive about their writing during the course. The student revisions after receiving teacher written feedback are analyzed and contextual data is used to gain a deeper understanding of the students' motivations and responses to the feedback. The data show that use of teacher written feedback varies due to individual differences in needs and student approaches to writing. It also appears to be affected by the different experiences students bring with them to the classroom setting. Some implications for teachers giving feedback are also given. It is suggested that there needs to be a more open teacher/student dialogue on feedback, since the data suggest that the feedback situation has great potential for miscommunication and misunderstanding.en_US
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jslwen_US
dc.relation.ispartofJournal of Second Language Writingen_US
dc.titleThe impact of teacher written feedback on individual writersen_US
dc.typeArticleen_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.scopuseid_2-s2.0-0013094624en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0013094624&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume7en_US
dc.identifier.issue3en_US
dc.identifier.spage255en_US
dc.identifier.epage286en_US
dc.publisher.placeUnited Kingdomen_US

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