Feedback Table
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Transcript of Feedback Table
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revisions made by students (e.g., Ferris, 1997); and (4) the effect of teacher versus peer
feedback (Chaudron, 1984; Connor & Asenavage, 1994; Hedgcock & Lefkowitz, 1992).
Table 2.1 Different Forms of Feedback
Types Forms Characteristics
TeacherWrittenFeedback
Commentary The most common type/Handwritten comments on the studenpaper
Rubrics A variation on commentary/The use of cover sheets withcriteria
Minimalmarking/Coding
A type of in-text, form-based feedback/Indication of thelocation and type of error, rather than direct correction/Moreeffective in stimulating a student response and in developingself-editing strategies
Electronicfeedback
Comments on electronic submission by email/Linking to onlinexplanations of grammar
Teacher-StudentConferencing
Teacher/wholeclass conference
Complement for the limitations of one-way written feedbackEncouraging students to think about writing as something that can be organized and improvedGiving writers an opportunity to talk about their writing andreflecting on the processGiving teachers a chance to listen, learn, and diagnose
Teacher-miniConferenceOne-on-oneconference
Peer FeedbackCreating an authentic social context for interaction and learningCreating a learner’s participation, and nonjudgmentalenvironmentDeveloping critical reading skillsUnderstanding reader needsReducing teacher’s workload
II.4. 1 Teacher Written Feedback
Over the last twenty years, much research has been conducted in the area of teacher
feedback in L2 composition. These studies have most often investigated: (1) the effect of
various feedback foci (i.e. content vs. form) on student compositions; (2) student preferences
for different feedback foci and techniques; and (3) students' reactions to feedback already
received on their writing. This research has consistently shown that students want and value
feedback. Even though quite a substantial body of research on feedback in L2 writing exists,
the findings in these studies have often been inconclusive and contradictory.
Research on teacher feedback has been focused primarily on its ineffectiveness in both
the Ll (Hillocks, 1986; Sommers, 1982) and the L2 contexts (Zamel, 1985), blaming either
the vague, “rubber-stamp” quality of the comments or the reliance on error correction as the
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