Abstract
Teacher feedback in L2 writing is generally believed to be essential for language learning and improvement. To investigate the relationship between teacher feedback and learner improvement in writing, a substantial amount of research on written feedback has been conducted which presents inconsistent findings and interpretations on its effectiveness. The debate over the effectiveness of feedback on writing has aroused interest in discovering other factors that may play a role in providing and receiving feedback. In this regard, individual differences have been illustrated to be a factor in determining the impact of feedback on the enhancement of writing.
This study aims to investigate how L2 learners perceive and react to three types of teacher written feedback on their writing, namely circling or underlining, giving codes and commenting in the margin. It also attempts to discover factors that teachers should be more aware of as they provide written feedback for learners.
This study aims to investigate how L2 learners perceive and react to three types of teacher written feedback on their writing, namely circling or underlining, giving codes and commenting in the margin. It also attempts to discover factors that teachers should be more aware of as they provide written feedback for learners.
| Original language | English |
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| Publication status | Not published / presented only - 13 May 2017 |
| Event | The Annual Asian Conference on Language Learning - Kobe, Japan Duration: 11 May 2017 → 14 May 2017 |
Conference
| Conference | The Annual Asian Conference on Language Learning |
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| Abbreviated title | ACLL2017 |
| Country/Territory | Japan |
| City | Kobe |
| Period | 11/05/17 → 14/05/17 |