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Student-Initiated Linguistic-Based Feedback Versus Process-Oriented Feedback In Foreign Language Writing, Melanie C. González, Alison M. Youngblood, Elizabeth Giltner
Student-Initiated Linguistic-Based Feedback Versus Process-Oriented Feedback In Foreign Language Writing, Melanie C. González, Alison M. Youngblood, Elizabeth Giltner
Melanie González
A qualitative case study of three introductory French as foreign language classes at a university observed and analyzed the content of student-initiated interactions with the instructor to determine if students’ requests centered more on linguistic or process-oriented issues in writing. Afterwards, we used semi-structured interviews to gain insight into student perceptions of the efficacy of the feedback they requested during the workshop. Results revealed a prevalence of student-initiated language-based questions during the class and an overall satisfaction with the oral corrective feedback they received.