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

Autor/inn/en	Li, Yingying; Han, Ye
Titel	Practitioners Respond to Icy Lee's 'Teacher Written Corrective Feedback: Less Is More'
Quelle	In: Language Teaching, 54 (2021) 1, S.149-151 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S0261444820000543
Schlagwörter	Stellungnahme; Error Correction; Feedback (Response); Guidelines; Foreign Countries; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); College Faculty; Language Teachers; Universities; Written Language; Teacher Attitudes; College Students; China + Suchen Sie Ihr Suchwort? Korrektur; Richtlinien; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fakultät; Language teacher; Sprachunterricht; University; Universität; Geschriebene Sprache; Lehrerverhalten; Collegestudent
Abstract	In her position article, Lee (2019) compellingly argues for focused written corrective feedback (FWCF) and offers clear guidelines for teachers to shift their feedback approach. As English language teaching practitioners in Chinese universities, we share Lee's view against any unthinking adherence to comprehensive written corrective feedback (CWCF) and advocate principled feedback practice. Our response begins by presenting the common ground between Lee's and our stance, followed by problematizing her 'less-is-more' argument. Finally, following Lee's guidelines, we propose a few context-specific suggestions to help university teachers in mainland China and other contexts better implement FWCF. [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