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Article: Feedback on second language students' writing

TitleFeedback on second language students' writing
Authors
KeywordsLinguistics
Abstracting, bibliographies, statistics education
Abstracting, bibliographies, statistics abstracting and indexing services
Issue Date2006
PublisherCambridge University Press. The Journal's web site is located at http://journals.cambridge.org/action/displayJournal?jid=LTA
Citation
Language Teaching, 2006, v. 39 n. 2, p. 83-101 How to Cite?
AbstractFeedback is widely seen as crucial for encouraging and consolidating learning, and this significance has also been recognised by those working in the field of second language (L2) writing. Its importance is acknowledged in process-based classrooms, where it forms a key element of the students' growing control over composing skills, and by genre-oriented teachers employing scaffolded learning techniques. In fact, over the past twenty years, changes in writing pedagogy and research have transformed feedback practices, with teacher written comments often supplemented with peer feedback, writing workshops, conferences, and computer-delivered feedback. But while feedback is a central aspect of ESL/EFL writing programs across the world, the research literature has not been unequivocally positive about its role in writing development, and teachers often have a sense that they are not making use of its full potential. In this paper we examine recent research related to feedback on L2 students' writing, focusing on the role of feedback in writing instruction and discussing current issues relating to teacher written and oral feedback, collaborative peer feedback and computer-mediated feedback.
Persistent Identifierhttp://hdl.handle.net/10722/57356
ISSN
2015 Impact Factor: 2.0
2015 SCImago Journal Rankings: 1.385

 

DC FieldValueLanguage
dc.contributor.authorHyland, Ken_HK
dc.contributor.authorHyland, Fen_HK
dc.date.accessioned2010-04-12T01:34:03Z-
dc.date.available2010-04-12T01:34:03Z-
dc.date.issued2006en_HK
dc.identifier.citationLanguage Teaching, 2006, v. 39 n. 2, p. 83-101en_HK
dc.identifier.issn0261-4448en_HK
dc.identifier.urihttp://hdl.handle.net/10722/57356-
dc.description.abstractFeedback is widely seen as crucial for encouraging and consolidating learning, and this significance has also been recognised by those working in the field of second language (L2) writing. Its importance is acknowledged in process-based classrooms, where it forms a key element of the students' growing control over composing skills, and by genre-oriented teachers employing scaffolded learning techniques. In fact, over the past twenty years, changes in writing pedagogy and research have transformed feedback practices, with teacher written comments often supplemented with peer feedback, writing workshops, conferences, and computer-delivered feedback. But while feedback is a central aspect of ESL/EFL writing programs across the world, the research literature has not been unequivocally positive about its role in writing development, and teachers often have a sense that they are not making use of its full potential. In this paper we examine recent research related to feedback on L2 students' writing, focusing on the role of feedback in writing instruction and discussing current issues relating to teacher written and oral feedback, collaborative peer feedback and computer-mediated feedback.en_HK
dc.languageengen_HK
dc.publisherCambridge University Press. The Journal's web site is located at http://journals.cambridge.org/action/displayJournal?jid=LTAen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsLanguage Teaching. Copyright © Cambridge University Press.en_HK
dc.subjectLinguisticsen_HK
dc.subjectAbstracting, bibliographies, statistics educationen_HK
dc.subjectAbstracting, bibliographies, statistics abstracting and indexing servicesen_HK
dc.titleFeedback on second language students' writingen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0261-4448&volume=39&issue=2&spage=83&epage=101&date=2006&atitle=Feedback+on+second+language+students%27+writingen_HK
dc.identifier.emailHyland, F: fhyland@hkucc.hku.hken_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.doi10.1017/S0261444806003399en_HK
dc.identifier.hkuros122382-

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