Practices and context of L2 writing feedback: A case of an experienced L2 writing instructor.
Saved in:
| Title: | Practices and context of L2 writing feedback: A case of an experienced L2 writing instructor. |
|---|---|
| Authors: | Masakazu Mishima1 mmishima@live.jp |
| Source: | Writing & Pedagogy. 2018, Vol. 10 Issue 1/2, p93-127. 35p. |
| Subject Terms: | *English as a foreign language, *Psychological feedback, *Cognition, *Decision making, Writing ability testing |
| Abstract: | This exploratory case study investigated an experienced second language writing instructor's written feedback practice in an ESL freshman composition class. The purpose of the research was to explore and examine contextual factors and their impact on instructor written feedback practices in order to provide situated descriptions of relationships between written feedback practices and contextual factors. Data were collected from one experienced ESL writing instructor and one ESL writer in a variety of forms: surveys, interviews, a stimulated-recall task, classroom and instructor-student conference observations, instructional materials, and student written product. The study found that the instructor's decision-making in selecting specific feedback forms was guided by a number of written feedback practice principals in conjunction with other contextual factors such as the instructorperceived level of students' writing proficiency, the availability of writing conference, the nature of writing issues, students' writing performance in the previous writing assignments, lesson history, and knowledge about effective feedback practice. The study suggests L2 writing instructors' written feedback decisions are the product of different combinations of multiple-contextual factors and the nature of the written feedback practice principles is a task-specific manifestation of teacher cognition specifically configured for written feedback practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 131980630 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Practices and context of L2 writing feedback: A case of an experienced L2 writing instructor. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Masakazu+Mishima%22">Masakazu Mishima</searchLink><relatesTo>1</relatesTo><i> mmishima@live.jp</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Writing+%26+Pedagogy%22">Writing & Pedagogy</searchLink>. 2018, Vol. 10 Issue 1/2, p93-127. 35p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+ability+testing%22">Writing ability testing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This exploratory case study investigated an experienced second language writing instructor's written feedback practice in an ESL freshman composition class. The purpose of the research was to explore and examine contextual factors and their impact on instructor written feedback practices in order to provide situated descriptions of relationships between written feedback practices and contextual factors. Data were collected from one experienced ESL writing instructor and one ESL writer in a variety of forms: surveys, interviews, a stimulated-recall task, classroom and instructor-student conference observations, instructional materials, and student written product. The study found that the instructor's decision-making in selecting specific feedback forms was guided by a number of written feedback practice principals in conjunction with other contextual factors such as the instructorperceived level of students' writing proficiency, the availability of writing conference, the nature of writing issues, students' writing performance in the previous writing assignments, lesson history, and knowledge about effective feedback practice. The study suggests L2 writing instructors' written feedback decisions are the product of different combinations of multiple-contextual factors and the nature of the written feedback practice principles is a task-specific manifestation of teacher cognition specifically configured for written feedback practice. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=131980630 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1558/wap.30437 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 35 StartPage: 93 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Psychological feedback Type: general – SubjectFull: Cognition Type: general – SubjectFull: Decision making Type: general – SubjectFull: Writing ability testing Type: general Titles: – TitleFull: Practices and context of L2 writing feedback: A case of an experienced L2 writing instructor. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Masakazu Mishima IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 17565839 Numbering: – Type: volume Value: 10 – Type: issue Value: 1/2 Titles: – TitleFull: Writing & Pedagogy Type: main |
| ResultId | 1 |
