The provision of feedback on student work has been a common and even recommended practice across levels of education throughout the *** the field of academic writing pedagogy,giving feedback has become a crucial part ...
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The provision of feedback on student work has been a common and even recommended practice across levels of education throughout the *** the field of academic writing pedagogy,giving feedback has become a crucial part of the teaching/learning process given that composition skills are quite intricate and difficult to master,requiring a cycle of continual drafting,feedback and re-drafting until a final version is *** feedback appears to be the most utilized in current classrooms,with peer feedback beginning to be applied in many disciplines as well in recent ***,it appears that most research studies on the uses and the benefits of teacher and peer feedback focus on undergraduate students with graduate students’voices less contemplated in this *** this potential research gap as well as the fact that doctoral students are often more skilled and competent writers,this study analyses these students’attitudes and views toward the need of teacher and peer feedback in a research writing in English course delivered in a Finnish university with a mix of international and local *** results seem to indicate that both types of feedback,but specifically a combination of both,were well-accepted and highly-regarded by these students,particularly as far as reader-friendliness is concerned.
As a major resource and tool of language learning, learner’s dictionaries have provided sufficient information forL2 writing, which serves as a good guide of peer feedback. Hence, learner’s dictionaries are an indis...
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As a major resource and tool of language learning, learner’s dictionaries have provided sufficient information forL2 writing, which serves as a good guide of peer feedback. Hence, learner’s dictionaries are an indispensable partof scaffolding in the L2 writing feedback system. However, the effects of dictionary use in L2 writing have longbeen ignored either in L2 writing pedagogy or in learner lexicography. By applying the concept of “scaffolding” topeer feedback as the theoretical framework, this study first clarifies three distinct types of scaffolding informationpresented in current English learner’s dictionaries, and then makes an investigation into EFL learners’ perceptionand practical use of scaffolding information in their English writing. Results show that most EFL learners havepositive attitudes towards scaffolding information and its role in motivating effective feedback in English *** their practical use of such information is not satisfactory owing to their inadequate skills and knowledge ofdictionary use. This reflects a high demand of a dictionary use course in universities, which will help to raise EFLlearners’ dictionary use efficiency as well as improve English teachers’ lexicographical expertise in English writingpedagogy.
Writing is commonly used to assess not only students’ language skills but also their learning in many academic areas. Responses to students’ writing greatly influence attitudes to writing and motivations for further...
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Writing is commonly used to assess not only students’ language skills but also their learning in many academic areas. Responses to students’ writing greatly influence attitudes to writing and motivations for further writing. This paper begins with a review of the theoretical and research literature focusing on peer feedback in second language writing classes. Four theories which support peer feedback as an effective teaching method are reviewed: cognitive writing process theory, social-construction theory, and two second language acquisition theories - the input hypothesis and the output hypothesis. Relevant research is reviewed from three perspectives: the literature against peer feedback, literature supporting peer feedback and literature advocating training of students for peer feedback. After exploring English education in China and anticipating potential problems in implementing peer feedback in EFL writing classes at the tertiary level, the paper concludes that with appropriate training, it is feasible to incorporate peer feedback into university-level English writing classes in China. Various implications and applications of peer feedback are suggested.
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