The Written Corrective Feedback Debate: Next Steps for Classroom Teachers and Practitioners

Autor/in	Brown, Dan
Titel	The Written Corrective Feedback Debate: Next Steps for Classroom Teachers and Practitioners
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 46 (2012) 4, S.861-867 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Student Attitudes; Feedback (Response); Research Methodology; Learning Theories; Classroom Research; Error Correction; Writing Teachers; English (Second Language); Written Language; Language Teachers; Grammar; Intuition; Second Language Learning; Student Needs; Second Language Instruction; Trend Analysis; Educational Research; Writing Instruction + Suchen Sie Ihr Suchwort? Schülerverhalten; Research method; Forschungsmethode; Learning theory; Lerntheorie; Korrektur; English as second language; English; Second Language; Englisch als Zweitsprache; Geschriebene Sprache; Language teacher; Sprachunterricht; Grammatik; Zweitsprachenerwerb; Fremdsprachenunterricht; Trendanalyse; Bildungsforschung; Pädagogische Forschung; Schreibunterricht
Abstract	Language teachers spend much of their time providing corrective feedback on students' writing in hope of helping them improve grammatical accuracy. Turning to research for guidance, however, can leave practitioners with few concrete answers as to the effectiveness of written corrective feedback (CF). Debate in the literature continues, reflecting dichotomies in language learning theory, inconsistent research methodology, and inherent challenges in designing controlled classroom research. As the debate evolves, few teachers are waiting for concrete empirical support and instead provide written CF based on intuition, experience, and student expectations. Second language and foreign language writing teachers, therefore, face the immediate challenges of assessing their students' abilities, needs, goals, and preferences with respect to written accuracy and then designing feedback to fit teaching contexts in ways that are manageable and useful. This article identifies factors that warrant consideration when teachers make decisions about the provision of written CF and highlight trends in research that provide practical insights for its design. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10