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'That's Just How We Say It': Understanding L2 Student Writers' Responses to Written and Negotiated Corrective Feedback through Critical Incidents

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Title: 'That's Just How We Say It': Understanding L2 Student Writers' Responses to Written and Negotiated Corrective Feedback through Critical Incidents
Language: English
Authors: Britton, Emma R., Austin, Theresa Y.
Source: TESL Canada Journal. 2020 37(2):103-127.
Availability: TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Peer Reviewed: Y
Page Count: 25
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Written Language, Error Correction, Feedback (Response), Critical Incidents Method, Writing Teachers, Basic Writing, Revision (Written Composition), College Freshmen, English (Second Language), Second Language Learning, Student Reaction, Student Attitudes, Teacher Student Relationship, Context Effect, Personal Autonomy, Public Colleges, Synchronous Communication
ISSN: 0826-435X
Abstract: According to sociocultural theory (SCT), corrective feedback (CF) entails a negotiation process whereby writing instructors support second language (L2) writers in self-correction and provide a level of guidance needed for writers to actively engage in revision tasks (Aljaafreh & Lantolf, 1994). Drawing on SCT, this collaborative self-study details the CF experiences of one writing instructor and four L2 students. Focusing on six "critical incidents" occurring within the instructor's teaching context (a developmental writing course in a Northeastern U.S. university), the authors investigate L2 writers' responses to written (WCF) and negotiated oral CF. During these incidents, students engaged with different forms of CF. The authors' analysis of these incidents draws attention to the micro- and macro-contextual features that complicate students' uptake and perceptions about differing forms of CF. Findings reveal the importance of face-to-face negotiation in resolving lexicogrammatical issues. Despite some students' successful uptake of WCF, the paper argues that negotiated feedback provides L2 writers with additional opportunities to develop writing identities and to assert their writerly agency. Pedagogical implications are discussed.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1288993
Database: ERIC
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  Data: 'That's Just How We Say It': Understanding L2 Student Writers' Responses to Written and Negotiated Corrective Feedback through Critical Incidents
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  Data: <searchLink fieldCode="SO" term="%22TESL+Canada+Journal%22"><i>TESL Canada Journal</i></searchLink>. 2020 37(2):103-127.
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  Data: TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
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  Data: According to sociocultural theory (SCT), corrective feedback (CF) entails a negotiation process whereby writing instructors support second language (L2) writers in self-correction and provide a level of guidance needed for writers to actively engage in revision tasks (Aljaafreh & Lantolf, 1994). Drawing on SCT, this collaborative self-study details the CF experiences of one writing instructor and four L2 students. Focusing on six "critical incidents" occurring within the instructor's teaching context (a developmental writing course in a Northeastern U.S. university), the authors investigate L2 writers' responses to written (WCF) and negotiated oral CF. During these incidents, students engaged with different forms of CF. The authors' analysis of these incidents draws attention to the micro- and macro-contextual features that complicate students' uptake and perceptions about differing forms of CF. Findings reveal the importance of face-to-face negotiation in resolving lexicogrammatical issues. Despite some students' successful uptake of WCF, the paper argues that negotiated feedback provides L2 writers with additional opportunities to develop writing identities and to assert their writerly agency. Pedagogical implications are discussed.
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  Data: EJ1288993
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 103
    Subjects:
      – SubjectFull: Written Language
        Type: general
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Critical Incidents Method
        Type: general
      – SubjectFull: Writing Teachers
        Type: general
      – SubjectFull: Basic Writing
        Type: general
      – SubjectFull: Revision (Written Composition)
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Student Reaction
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Context Effect
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      – SubjectFull: Personal Autonomy
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      – SubjectFull: Public Colleges
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      – SubjectFull: Synchronous Communication
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      – TitleFull: 'That's Just How We Say It': Understanding L2 Student Writers' Responses to Written and Negotiated Corrective Feedback through Critical Incidents
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