Book contents
- Feedback in Second Language Writing
- The Cambridge Applied Linguistics Series
- Feedback in Second Language Writing
- Copyright page
- Contents
- Contributor Bios
- Acknowledgments
- Author's Preface
- Series Editors’ Preface
- 1 Contexts and Issues in Feedback on L2 Writing
- Section 1: Situating Feedback: Sociocultural Dimensions
- Section 2: Shaping Feedback: Delivery and Focus Dimensions
- Section 3: Negotiating Feedback: Interpersonal and Interactional Dimensions
- Section 4: Engaging with Feedback: Student Participation Dimensions
- 13 Learner Engagement with Written Feedback
- 14 What Messages Do Students Take from Teacher feedback?
- 15 Students Initiating Feedback
- Index
- References
14 - What Messages Do Students Take from Teacher feedback?
from Section 4: - Engaging with Feedback: Student Participation Dimensions
Published online by Cambridge University Press: 19 July 2019
By
Book contents
- Feedback in Second Language Writing
- The Cambridge Applied Linguistics Series
- Feedback in Second Language Writing
- Copyright page
- Contents
- Contributor Bios
- Acknowledgments
- Author's Preface
- Series Editors’ Preface
- 1 Contexts and Issues in Feedback on L2 Writing
- Section 1: Situating Feedback: Sociocultural Dimensions
- Section 2: Shaping Feedback: Delivery and Focus Dimensions
- Section 3: Negotiating Feedback: Interpersonal and Interactional Dimensions
- Section 4: Engaging with Feedback: Student Participation Dimensions
- 13 Learner Engagement with Written Feedback
- 14 What Messages Do Students Take from Teacher feedback?
- 15 Students Initiating Feedback
- Index
- References
- Type
- Chapter
- Information
- Feedback in Second Language WritingContexts and Issues, pp. 265 - 284Publisher: Cambridge University PressPrint publication year: 2019
References
Bitchener, J. (2008). Evidence in support of corrective feedback. Journal of Second Language Writing, 17, 102–18.Google Scholar
Bloxham, S. & Boyd, P. (2007) Developing Effective Assessment in Higher Education. Maidenhead: Open University Press.Google Scholar
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 32(2), 219–33.Google Scholar
Davison, C. (2007). Views from the chalkface: English language school-based assessment in Hong Kong. Language Assessment Quarterly, 4(1), 37–68.Google Scholar
Ferris, D. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In Hyland, K. & Hyland, F. (Eds.) Feedback in Second Language Writing: Contexts and Issues. (pp. 81–104). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Goffman, E. (1971) The Presentation of Self in Everyday Life. Harmondsworth, UK: Penguin Books.Google Scholar
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.Google Scholar
Hirvela, A. (2011). Writing to learn in content areas. In Manchón, R. (Ed.), Learning-to-Write and Writing-to-Learn in an Additional Language. Amsterdam: BenjaminsGoogle Scholar
Hu, G. W. (2005). Contextual influences on instructional practices: A Chinese case for an ecological approach to ELT. TESOL Quarterly, 394, 635–60Google Scholar
Hyland, F. (2010). Future directions in feedback on second language writing: Overview and research agenda. International Journal of English Studies, 10(2), 171–82.Google Scholar
Hyland, K. (2013). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing, 22, 240–53.Google Scholar
Hyland, F. & Hyland, K. (2001). ‘Sugaring the pill’: Praise and criticism in written feedback. Journal of Second Language Writing, 10( 3), 185–212.CrossRefGoogle Scholar
Langer, J. & Applebee, A. (1987). How writing shapes thinking: A study of teaching and learning. NCTE Research Report, 22. Available at: http://eric.ed.gov/PDFS/ED286205.pdf [Accessed June 4, 2012].Google Scholar
Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17, 69–85.Google Scholar
National Student Survey (2014). Available at: www.timeshighereducation.com/news/national-student-survey-2014-results-show-record-levels-of-satisfaction/2015108.article.Google Scholar
Orsmond, P. & Merry, S. (2011) Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Assessment & Evaluation in Higher Education, 36(2), 125–36.Google Scholar
Pokorny, H. & Pickford, P. (2010). Complexity, cues and relationships: Student perceptions of feedback. Active Learning in Higher Education, 11(1), 21–30CrossRefGoogle Scholar
Price, M., Handley, K., Millar, J. & O’Donovan, B. (2010). Feedback: All that effort, but what is the effect? Assessment and Evaluation in higher Education, 35(3), 277–89.Google Scholar
Scott, J., Badge, J. & Cann, A. (2009). Perceptions of feedback one year on: A comparative study of the views of first and second year biological sciences students. Bioscience Education, 13. Available at: www.bioscience.heacademy.ac.uk/journal/vol13/beej-13-2.pdfCrossRefGoogle Scholar
Simard, D., Guénette, D. & Bergeron, A. (2015). L2 learners’ interpretation and understanding of written corrective feedback: Insights from their metalinguistic reflections. Language Awareness, 24(3), 233–54.CrossRefGoogle Scholar
Unsworth, M. (2014). Students’ views on feedback: insights into conceptions pf effectiveness, areas of dissatisfaction and emotional consequences. Innovations in Practice, 9(1), 23–31Google Scholar
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge. MA: Harvard University Press.Google Scholar
Walker, M. (2009). An investigation into written comments on assignments: do students find them usable? Assessment & Evaluation in Higher Education, 34(1), 47–78.Google Scholar
Watty, K, Carr, R, De Lange, P, O’Connell, B and Howieson, B. (2011), Student perceptions of feedback in Australian University accounting education. In Potter, Brad and De Lange, Paul (Eds.), Proceedings of 2011 AFAANZ Conference. Carlton: Australia, 2–5 July 2011, pp. 1–33.Google Scholar
Weaver, M. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31(3), 379–94.Google Scholar
Yorke, M. (2003) Formative assessment in higher education: moves towards theory and the enhancement of pedagogic practice. Higher Education, 45(4), 471–501.Google Scholar
Zhang, V. & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90–103.Google Scholar
- 5
- Cited by