Teachers’ attempts at focused written corrective feedback in situ

Icy LEE, Na LUO, Wing Wah Pauline MAK

Research output: Contribution to journalArticlespeer-review

Abstract

Previous research on comprehensive/focused written corrective feedback (WCF) has been dominated by the experimental/quasi-experimental tradition, with low ecological validity and limited pedagogical relevance, and without sufficiently recognizing the complex issues that influence teacher WCF practices in authentic classrooms. To fill this gap, this study adopts an ecological approach informed by a complexity perspective to investigate two secondary teachers’ attempts at focused WCF in the Hong Kong EFL writing context. Data were gathered for one academic year from interviews with teachers and students, classroom observations, students’ writing, as well as pre-and post-writing tests. The findings suggest that focused WCF is feasible in authentic classrooms when it is aligned with writing instruction and provided on preselected error types and selective errors based on individual students’ needs, providing an impetus for teachers to strengthen their writing pedagogy and freeing them up to enhance feedback on other areas of student writing. The study points to the potential of focused, student-specific WCF in enhancing written accuracy as well as students’ engagement with revision, and concludes with implications for the pedagogy of WCF in similar contexts. Copyright © 2021 Elsevier Inc. All rights reserved.
Original languageEnglish
JournalAsian Journal of Social Science
Early online date21 Mar 2021
DOIs
Publication statusE-pub ahead of print - 21 Mar 2021

Citation

Lee, I., Luo, N., & Mak, P. (2021). Teachers’ attempts at focused written corrective feedback in situ. Asian Journal of Social Science. Advance online publication. doi: 10.1016/j.jslw.2021.100809

Keywords

  • Feedback
  • Written corrective feedback
  • Focused written corrective feedback
  • L2 writing

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