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Full-Text Articles in Education
Creating The Climate And Space For Peer Review Within The Writing Classroom, Helen Dixon, Eleanor Hawe
Creating The Climate And Space For Peer Review Within The Writing Classroom, Helen Dixon, Eleanor Hawe
Journal of Response to Writing
Substantive and ongoing critique of the quality of one’s writing is necessary if students are to experience writing as a recursive process. However, students’ willingness to critique their texts and those of others is dependent upon the creation of a trusting and mutually supportive learning environment. Using the naturalistic setting of an elementary school writing classroom, attention is drawn to the ways in which two teachers nurtured competence and communication trust (Reina & Reina, 2006) between themselves and students, and among students. Consideration is also paid to teachers’ creation and use of public and private spaces to promote interactions that …
Teachers’ (Formative) Feedback Practices In Efl Writing Classes In Norway, Drita Saliu-Abdulahi, Glenn Ole Hellekjær, Frøydis Hertzberg
Teachers’ (Formative) Feedback Practices In Efl Writing Classes In Norway, Drita Saliu-Abdulahi, Glenn Ole Hellekjær, Frøydis Hertzberg
Journal of Response to Writing
This qualitative study reports on teachers’ (formative) feedback practices in writing instruction. Observations and interviews were used to collect data from 10 upper-secondary school teachers of English as a Foreign Language (EFL) writing classes in Norway. The findings indicate that while the teachers attempt to comply with the requirements of the national curriculum regarding formative assessment, and acknowledge the pivotal role of feedback in that pedagogy, the dominant tendency is still to deliver feedback to a finished text. As such, there is limited use of feedback for that text and no resubmission of the text for new assessment, while feedforward …
Audiovisual Commentary As A Way To Reduce Transactional Distance And Increase Teaching Presence In Online Writing Instruction: Student Perceptions And Preferences, Anna Grigoryan
Journal of Response to Writing
The rapid increase in online learning programs has led to an increase in the number of students taking composition courses online. As a result, there is a need to develop teaching practices and approaches to feedback designed specifically for online learning environments, which serve a largely nontraditional student population. Addressing a current gap in the literature regarding approaches to feedback that meet the needs of nontraditional students, this quasi-experimental study used a process model of composition and post-positivist and social constructivist epistemological orientations to measure student perceptions and preferences when provided with text-only feedback or a combination of textual and …
“I Could Express Feeling Completely”: Inviting L2 Writers To Use L1 In Peer Responses, Bee Chamcharatsri
“I Could Express Feeling Completely”: Inviting L2 Writers To Use L1 In Peer Responses, Bee Chamcharatsri
Journal of Response to Writing
Peer response is one of the most important activities in writing classrooms because it provides a sense of audience to students. At the same time, students also receive feedback for revision. Asking L2 writers to use their L1s in providing feedback to their L1-speaking peers helps them gain confidence in peer response activities, which in turn gives them self-confidence in their writing proficiency. In this small-scale pilot project, L2 students were asked to reflect on their use of L1s providing both oral and written feedback. They reported that students felt they could express their feedback in a more meaningful way. …