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Article: Focusing on form: Student engagement with teacher feedback

TitleFocusing on form: Student engagement with teacher feedback
Authors
KeywordsAcademic writing
Case study
Error correction
Feedback
Revision
Issue Date2003
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/system
Citation
System, 2003, v. 31 n. 2, p. 217-230 How to Cite?
AbstractThis paper explores the relationship between teacher feedback and student revision in two academic writing classes. The study adopts a case study approach and looks at all the feedback given to six students over a complete course. Using data from teacher think aloud protocols, teacher and student interviews and student texts, it examines the extent to which teachers focused on formal language concerns when they gave feedback and the use that students made of this feedback in their revisions. Findings suggest that despite the teachers' beliefs and teaching approaches, language accuracy was a very important focus for their feedback. While most of the students engaged with this feedback when revising their drafts, the extent to which they used it varied among the case study subjects. Two case studies who made consistent and sustained use of form-focused feedback are discussed in greater detail to examine student engagement with form-focused feedback over a complete course. © 2003 Elsevier Science Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/84979
ISSN
2015 Impact Factor: 0.834
2015 SCImago Journal Rankings: 0.703
References

 

DC FieldValueLanguage
dc.contributor.authorHyland, Fen_HK
dc.date.accessioned2010-09-06T08:59:25Z-
dc.date.available2010-09-06T08:59:25Z-
dc.date.issued2003en_HK
dc.identifier.citationSystem, 2003, v. 31 n. 2, p. 217-230en_HK
dc.identifier.issn0346-251Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/84979-
dc.description.abstractThis paper explores the relationship between teacher feedback and student revision in two academic writing classes. The study adopts a case study approach and looks at all the feedback given to six students over a complete course. Using data from teacher think aloud protocols, teacher and student interviews and student texts, it examines the extent to which teachers focused on formal language concerns when they gave feedback and the use that students made of this feedback in their revisions. Findings suggest that despite the teachers' beliefs and teaching approaches, language accuracy was a very important focus for their feedback. While most of the students engaged with this feedback when revising their drafts, the extent to which they used it varied among the case study subjects. Two case studies who made consistent and sustained use of form-focused feedback are discussed in greater detail to examine student engagement with form-focused feedback over a complete course. © 2003 Elsevier Science Ltd. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/systemen_HK
dc.relation.ispartofSystemen_HK
dc.subjectAcademic writingen_HK
dc.subjectCase studyen_HK
dc.subjectError correctionen_HK
dc.subjectFeedbacken_HK
dc.subjectRevisionen_HK
dc.titleFocusing on form: Student engagement with teacher feedbacken_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0346-251X&volume=31&issue=2&spage=217&epage=230&date=2003&atitle=Focusing+on+Form:+Student+Engagement+with+Teacher+Feedbacken_HK
dc.identifier.emailHyland, F: fhyland@hku.hken_HK
dc.identifier.authorityHyland, F=rp00907en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/S0346-251X(03)00021-6en_HK
dc.identifier.scopuseid_2-s2.0-0037410168en_HK
dc.identifier.hkuros76997en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0037410168&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume31en_HK
dc.identifier.issue2en_HK
dc.identifier.spage217en_HK
dc.identifier.epage230en_HK
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridHyland, F=6603622575en_HK
dc.identifier.citeulike3065370-

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