The increasing prominence of technology has given rise to new ways for writing teachers in higher education to give feedback electronically. Specifically, this presentation focuses on electronic written feedback (e-feedback) given to a group of English-as-a-Second-Language (ESL) community college students. Adopting grounded theory as the methodology (Charmaz, 2006) and a tripartite definition of written feedback as the conceptual framework (Chong, 2018), the presentation reports 93 students’ perception of e-feedback on Google Docs from two sources: students’ written reflections and semistructured, focus group interviews. Findings indicate five conceptual categories, including (1) giving efeedback, (2) reading e-feedback, (3) responding to e-feedback, (4) dialogic e-feedback, and (5) colors of e-feedback. Pedagogical implications related to how e-feedback practices could incorporate technical (how teachers go about giving feedback), socio-emotional (how relational and emotional factors affect students’ uptake of feedback), and personal (how students’ individual differences affect their uptake of feedback) considerations will be discussed. Copyright © 2019 Continuing Professional Development Symposium for Hong Kong University Language Centres.
|Publication status||Published - Jun 2019|