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Full-Text Articles in Arts and Humanities
Learner Engagement With Written Corrective Feedback: The Case Of Automated Writing Evaluation, Hooman Saeli, Payam Rahmati, Svetlana Koltovskaia
Learner Engagement With Written Corrective Feedback: The Case Of Automated Writing Evaluation, Hooman Saeli, Payam Rahmati, Svetlana Koltovskaia
Journal of Response to Writing
The study explored six ESL university students’ behavioral, cognitive, and affective engagement with e-rater feedback on local issues and examined any changes in students’ engagement over two weeks. We explored behavioral engagement through the analysis of screencasts of students’ e-rater usage and writing assignments. We measured cognitive and affective engagement by analyzing students’ comments during the think-aloud protocol and reflection surveys. The findings indicated that the students had varying levels of engagement with the feedback. Behaviorally, all students used a range of revision operations to address errors based on the provided feedback. Cognitively, some students were more engaged than others. …
Second Language Teachers’ Written Response Practices: An In-House Inquiry And Response, Joseph J. Lee, Farzaneh Vahabi
Second Language Teachers’ Written Response Practices: An In-House Inquiry And Response, Joseph J. Lee, Farzaneh Vahabi
Journal of Response to Writing
This in-house inquiry explores the response practices of a group of L2 writing teachers in our specific program to gain a better understanding of these teachers’ feedback practices and to bring about purposeful change within our local context. Data consist of 4,313 electronic feedback (e-feedback) items given by six writing teachers to 36 L2 students on six writing tasks in a first-year writing course for international students. Using Ene and Upton’s (2014) e-feedback framework, each feedback instance was coded for feedback target, directness, explicitness, charge, and location. Although some variations exist, results show that these teachers overwhelmingly focused on form …
Moving Beyond Corrective Feedback: (Re) Engaging With Student Writing In L2 Through Audio Response, Jennifer Ahern-Dodson, Deborah Reisinger
Moving Beyond Corrective Feedback: (Re) Engaging With Student Writing In L2 Through Audio Response, Jennifer Ahern-Dodson, Deborah Reisinger
Journal of Response to Writing
This article examines teacher feedback on student compositions in an Advanced French Composition course at a Research 1 institution. Our study suggests that when teachers combine written corrective feedback with audio comments, their engagement in grading compositions may rise significantly. As teachers bring renewed energy to familiar responding practices, they shift from “grader” to “reader.” These findings have important implications for teacher training and the role of feedback in L2 courses.
Providing Sustained Support For Teachers And Students In The L2 Writing Classroom Using Writing Fellow Tutors, Katherine Daily O'Meara
Providing Sustained Support For Teachers And Students In The L2 Writing Classroom Using Writing Fellow Tutors, Katherine Daily O'Meara
Journal of Response to Writing
This study presents a piloted second language (L2) writing tutor (L2WT) internship program as a way to provide supplemental, sustained writing fellow- style support to L2 writers and classroom teachers in multilingual firstyear composition (FYC) courses in a large U.S. university within the span of one semester. The major facet of the internship program was the tutors’ response to student writing in a one-to-one context for each major essay assignment. The presence and needs of second language writing students in the writing classroom have been clearly articulated in relevant research, but what is less known is how to devise successful …