Please note, due to essential maintenance online transactions will not be possible between 02:30 and 04:00 BST, on Tuesday 17th September 2019 (22:30-00:00 EDT, 17 Sep, 2019). We apologise for any inconvenience.
To send content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about sending content to .
To send content items to your Kindle, first ensure email@example.com
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about sending to your Kindle.
Note you can select to send to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
Now in its second edition, this volume provides an up to date, accessible, yet authoritative introduction to feedback on second language writing for upper undergraduate and postgraduate students, teachers and researchers in TESOL, applied linguistics, composition studies and English for academic purposes (EAP). Chapters written by leading experts emphasise the potential that feedback has for helping to create a supportive teaching environment, for conveying and modelling ideas about good writing, for developing the ways students talk about writing, and for mediating the relationship between students' wider cultural and social worlds and their growing familiarity with new literacy practices. In addition to updated chapters from the first edition, this edition includes new chapters which focus on new and developing areas of feedback research including student engagement and participation with feedback, the links between SLA and feedback research, automated computer feedback and the use by students of internet resources and social media as feedback resources.
Providing feedback to students, whether in the form of written commentary, error correction, teacher-student conferencing, or peer discussion, has come to be recognized as one of the ESL writing teacher's most important tasks, offering the kind of individualized attention that is otherwise rarely possible under normal classroom conditions. Teachers are now very conscious of the potential feedback has for helping to create a supportive teaching environment, for conveying and modeling ideas about good writing, for developing the ways students talk about writing, and for mediating the relationship between students' wider cultural and social worlds and their growing familiarity with new literacy practices.
However, despite the major part feedback plays in modern writing classrooms and in the lives of all teachers and learners, book-length treatments of the topic are rare, and much of the research published in journals fails to find its way to teachers. This volume sets out to address these gaps by providing readers with a clear synthesis of theory and practice, highlighting what is conceptually and pedagogically significant and offering a clear picture of the key issues in feedback today. We attempt to bring together theoretical understandings and practical applications of feedback for teachers, researchers, and others working in the fields of second language teaching and literacy studies.
We do this by focusing such key issues through three broad lenses. The first situates feedback in the context of the wider institutional, social, political, and cultural factors which have been found to influence how feedback is received and given.
Feedback is widely seen in education as crucial for both encouraging and consolidating learning (Anderson, 1982; Brophy, 1981; Vygotsky, 1978), and this significance has also been recognized by those working in the field of second language writing. Its importance is acknowledged in processbased classrooms, where it forms a key element of the students' growing control over composing skills, and by genre-oriented teachers employing scaffolded learning techniques. In fact, over the past 20 years, changes in writing pedagogy and research have transformed feedback practices, with teacher comments often supplemented with peer feedback, writing workshops, conferences, and computer-delivered feedback. Summative feedback, designed to evaluate writing as a product, has generally been replaced by formative feedback that points forward to the student's future writing and the development of his or her writing processes. More widely, there is a growing awareness of the social and political implications of teacher and peer response.
Although feedback is a central aspect of ESL writing programs across the world, the research literature has not been unequivocally positive about its role in instruction, and teachers often have a sense that they are not making use of its full potential. This book addresses this incongruity, and in this introductory chapter we offer an overview of some key issues and preview the book's organization.
Some historical context
The importance of feedback emerged with the development of learnercentered approaches to writing instruction in North American L1 composition classes during the 1970s.
How to provide appropriate feedback to students on their writing has long been an area of central significance to teachers and educators. Feedback in Second Language Writing: Context and Issues provides scholarly articles on the topic by leading researchers, who explore topics such as the socio-cultural assumptions that participants bring to the writing class; feedback delivery and negotiation systems; and the role of student and teacher identity in negotiating feedback and expectations. This text provides empirical data and an up-to-date analysis of the complex issues involved in offering appropriate feedback during the writing process.