View in EDS

Instructional Perspectives on Providing Corrective Feedback for Advanced Second Language Writers

Saved in:
Bibliographic Details
Title: Instructional Perspectives on Providing Corrective Feedback for Advanced Second Language Writers
Language: English
Authors: Christina Torres (ORCID 0009-0004-5966-8539), Elif Saribas (ORCID 0009-0009-0153-7815)
Source: Higher Learning Research Communications. 2024 14:35-52.
Availability: Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: HLRCeditor@mail.waldenu.edu; Web site: https://scholarworks.waldenu.edu/hlrc/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Learning, Writing Instruction, Feedback (Response), Advanced Students, Graduate Students, Tutoring, Tutors, Attitudes, Error Correction, English (Second Language), Second Language Instruction
ISSN: 2157-6254
Abstract: Objectives: The purpose of the study was to investigate how tutors approached second language (L2) errors when working with advanced graduate students in structured one-on-one feedback sessions. Method: The longitudinal, qualitative case study used data from immediate, retrospective tutor reflections and in-session interactions to follow two tutors as they worked with four advanced L2 writers. Thematic analysis was used to analyze the data. Results: Three themes emerged: Error identification, error focus, and learner uptake. The treatment of error in advanced L2 writing necessitated negotiation with the students and deviation from the set tutoring protocol to serve student needs. Tutors took varying perspectives on assessment of session efficacy depending on the types of errors addressed. Conclusions: Tutors' reflections and session data revealed the need to negotiate and maintain flexibility in feedback protocols intended for advanced L2 writers. Implications for Theory and Practice: Adding to the research literature exploring the teacher variable in corrective feedback, this study supports the notion of feedback as a form of mediation. We encourage flexibility in feedback practices with L2 writers and support the need for tutor training in these perspectives.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1434684
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1434684
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1434684
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Instructional Perspectives on Providing Corrective Feedback for Advanced Second Language Writers
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Christina+Torres%22">Christina Torres</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-5966-8539">0009-0004-5966-8539</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elif+Saribas%22">Elif Saribas</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-0153-7815">0009-0009-0153-7815</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Higher+Learning+Research+Communications%22"><i>Higher Learning Research Communications</i></searchLink>. 2024 14:35-52.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: HLRCeditor@mail.waldenu.edu; Web site: https://scholarworks.waldenu.edu/hlrc/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Advanced+Students%22">Advanced Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2157-6254
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objectives: The purpose of the study was to investigate how tutors approached second language (L2) errors when working with advanced graduate students in structured one-on-one feedback sessions. Method: The longitudinal, qualitative case study used data from immediate, retrospective tutor reflections and in-session interactions to follow two tutors as they worked with four advanced L2 writers. Thematic analysis was used to analyze the data. Results: Three themes emerged: Error identification, error focus, and learner uptake. The treatment of error in advanced L2 writing necessitated negotiation with the students and deviation from the set tutoring protocol to serve student needs. Tutors took varying perspectives on assessment of session efficacy depending on the types of errors addressed. Conclusions: Tutors' reflections and session data revealed the need to negotiate and maintain flexibility in feedback protocols intended for advanced L2 writers. Implications for Theory and Practice: Adding to the research literature exploring the teacher variable in corrective feedback, this study supports the notion of feedback as a form of mediation. We encourage flexibility in feedback practices with L2 writers and support the need for tutor training in these perspectives.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1434684
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1434684
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 35
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Advanced Students
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Attitudes
        Type: general
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
    Titles:
      – TitleFull: Instructional Perspectives on Providing Corrective Feedback for Advanced Second Language Writers
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Christina Torres
      – PersonEntity:
          Name:
            NameFull: Elif Saribas
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-electronic
              Value: 2157-6254
          Numbering:
            – Type: volume
              Value: 14
          Titles:
            – TitleFull: Higher Learning Research Communications
              Type: main
ResultId 1