Practitioners Respond to Icy Lee's 'Teacher Written Corrective Feedback: Less Is More'

Autor/in	McLellan, Gerry
Titel	Practitioners Respond to Icy Lee's 'Teacher Written Corrective Feedback: Less Is More'
Quelle	In: Language Teaching, 54 (2021) 1, S.144-148 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S026144482000052X
Schlagwörter	Stellungnahme; Written Language; Feedback (Response); Teaching Methods; Error Correction; Second Language Instruction; Second Language Learning; Grammar; Criticism; Comparative Analysis + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Fremdsprachenunterricht; Zweitsprachenerwerb; Grammatik; Kritik
Abstract	In her article, Icy Lee (2019, pp. 524-536) discusses the differences between comprehensive written corrective feedback (CWCF) and focused written corrective feedback (FWCF). She argues that teachers should concentrate more on focused feedback, and highlight and correct only a few grammar errors or issues with organisation, for example, instead of marking every single mistake made by a student. In this paper, I will critically analyse the points she makes and argue that her opinions, while valid in many respects, are not substantiated enough to persuade teachers to follow her lead. [For "Teacher Written Corrective Feedback: Less Is More," see EJ1231498.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01