The impact of disciplinary background and teaching experience on the use of evaluative language in teacher feedback

Guangwei Hu, Lilin Choo

Research output: Journal article publicationJournal articleAcademic researchpeer-review

7 Citations (Scopus)


This study was designed to examine secondary teachers use of evaluative language resources in their qualitative written feedback on student work and factors shaping the deployment of such resources. Drawing on appraisal theory as an analytic framework for the language of evaluation, the study analyzed 84 teachers evaluative reports on their students research projects. The teachers use of several types of evaluative language was found to differ along the lines of disciplinary background and teaching experience. These results can be explained by disciplinarily valued dispositions, epistemological beliefs, knowledge-making practices, and varying knowledge of (in)effective feedback resulting from cumulative teaching experience. Implications are derived from these findings for developing teachers competence in using evaluative language effectively to provide feedback that can support and maximize students learning.
Original languageEnglish
Pages (from-to)329-349
Number of pages21
JournalTeachers and Teaching: Theory and Practice
Issue number3
Publication statusPublished - 2 Apr 2016
Externally publishedYes


  • appraisal theory
  • disciplinary background
  • evaluative language
  • teacher feedback
  • teaching experience

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)

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