Written Languaging and Engagement with Written Corrective Feedback: The Results of Reflective Teaching

Autor/in	Falhasiri, Mohammad
Titel	Written Languaging and Engagement with Written Corrective Feedback: The Results of Reflective Teaching
Quelle	In: TESL Canada Journal, 38 (2022) 1, S.67-80 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Written Language; Feedback (Response); Error Correction; Cognitive Processes; Second Language Learning; Second Language Instruction; Interlanguage; Accuracy; Writing Improvement; Journal Writing; Teaching Methods; Learner Engagement; Language Usage; Reflection; Writing Processes; Languages for Special Purposes; Electronic Mail; Immigrants; Adult Education; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Korrektur; Cognitive process; Kognitiver Prozess; Zweitsprachenerwerb; Fremdsprachenunterricht; Zielsprache; Zeitschriftenaufsatz; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Sprachhandlungsfähigkeit; Elektronischer Briefkasten; Immigrant; Immigrantin; Immigranten; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	For corrective feedback (CF) to contribute to second language (L2) development, some cognitive processes need to be completed. Learners need to notice and comprehend the CF, reflect on and deeply process it, and finally integrate it into their interlanguage (Gass, 1997). Written languaging (WL), which requires learners to explicitly explain to themselves why they have received CF, has been proposed as a technique which can stimulate deep cognitive processing of the written CF. In an effort to improve learners' writing accuracy, I adopted WL, whereby upon receiving online direct corrections, learners typed their self-explanations regarding the underlying reasons for their writing mistakes. Then, I engaged in systematic reflection and journaling during a 10-week semester to critically analyze the affordances and limitations of WL. The conclusion, drawn from my perceptions of the usefulness of WL originating from my journal writing, is that WL has the potential to not only facilitate learning for students but also can provide teachers with a rich description of learners' cognitive and affective engagement with CF. Some recommendations are made for better implementation of this instructional technique. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01