Feedback on compositions: teacher and student verbal reports

Cohen, Andrew D.; Cavalcanti, Marilda do Couto

doi:10.1017/cbo9781139524551.015

Cited by 131 publications

(113 citation statements)

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“…Of the student sample, 17% thought that some parts of the feedback were vague and confusing, and most students made 'mental notes' from the feedback. In later studies, Cohen (1991) and Cohen and Cavalcanti (1990) corroborated the findings of Cohen (1987), with regards to the mental notes, and difficulty in understanding the teachers' comments. Lea and Street (2000) also found that students often interpreted comments differently from what was intended by the teacher, and the learners' opinions and perceptions about the effectiveness of the feedback depended on the L2 learning context.…”

Section: Studies Tackling Student Reactions and Perspectives On Feedbacksupporting

confidence: 56%

“…Lea and Street (2000) also found that students often interpreted comments differently from what was intended by the teacher, and the learners' opinions and perceptions about the effectiveness of the feedback depended on the L2 learning context. Both Ferris (1995) and Brice (1995) reported findings that differed from those of Cohen (1987; and Cohen and Cavalcanti (1990). Ferris (1995) reported that the students in her study used an assortment of strategies in dealing with their teachers' feedback: some students spoke to their teacher or friend about the feedback, others consulted grammar books and dictionaries, and other did nothing.…”

Section: Studies Tackling Student Reactions and Perspectives On Feedbackmentioning

confidence: 86%

“…This paper will focus only on two cohorts of research on feedback: studies aimed at establishing student preferences regarding instructor feedback (Hedgcock & Lefkowitz, 1994;Leki, 1991;Radecki & Swales, 1988;Saito, 1994); and studies investigating the reaction of students to feedback already received for their writing (Brice, 1995;Cohen, 1987;Cohen & Cavalcanti, 1990;Ferris, 1995).…”

Section: Studies Tackling Student Reactions and Perspectives On Feedbackmentioning

confidence: 99%

“…Other studies revealed that students appreciated positive feedback (Cohen & Cavalcanti, 1990) over negative comments that they found to be frustrating (Ferris, 1995). The question of the significance of student-teacher conferences was also discussed (Arndt, 1993;Zamel, 1985).…”

Section: Studies Tackling Student Reactions and Perspectives On Feedbackmentioning

confidence: 99%

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Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback

Mustafa

2012

ELT

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This qualitative study employed informal conversational interviews and semi-structured individual interviews to capture the Saudi students' opinions about the feedback they receive, and about their perceptions on what constitutes helpful feedback. Sociocultural theory was used as the framework of this study. The findings suggest that the Saudi students do not think highly of the feedback, and that the feedback they desire is markedly different from what they receive. The students mentioned several impediments to feedback. From a sociocultural perspective, the feedback practices do not adhere to the best practices of the theory, resulting in major hindrances to the students' learning/writing development.

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Section: Studies Tackling Student Reactions and Perspectives On Feedbacksupporting

confidence: 56%

Section: Studies Tackling Student Reactions and Perspectives On Feedbackmentioning

confidence: 86%

Section: Studies Tackling Student Reactions and Perspectives On Feedbackmentioning

confidence: 99%

Section: Studies Tackling Student Reactions and Perspectives On Feedbackmentioning

confidence: 99%

See 2 more Smart Citations

Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback

Mustafa

2012

ELT

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“…Be that as it may, Cohen and Cavalcanti (1994) revealed the discrepancy between teachers' concerns and students' interests in feedback foci: comments often are not interpreted or expressed as intended. Students strongly sensed that error corrections on form rather than content were the predominant focus in essay writing-despite the teachers' different perceptions.…”

Section: Teacher Feedback In L2 Writingmentioning

confidence: 99%

Actual and preferred teacher feedback on student blog writing

Chen

2014

AJET

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This research illustrates the provisions and receptivity of teacher feedback in a blogmediated writing project between two colleges. The blog serves as a peer collaboration platform, as well as a mediating tool for teachers to offer timely feedback or prompt student idea exchanges. This paper discusses how teacher feedback may alter in response to students' online writing activities, and examines the reciprocity between the teachers' provision and the students' receptivity. Thirty-four students, two teachers, and two teaching assistants (TAs) participated in the two-semester tele-collaboration. Feedback from the teachers and TAs was categorized by Hattie and Timperley's (2007) taxonomy, which comprises four levels of feedback: the task, the process, self-regulation, and superficial praise. In addition, a new category, mediative feedback, was created to highlight the networked learning. Data were collected from blog message archives, a perception survey, and interviews for qualitative and quantitative analyses. The findings illustrate the evolution of feedback provisions, specifically the addition of mediative feedback type and reduction of superficial comments during online writing tasks. Furthermore, a clear mismatch between the highest rated and most provided feedback type also illustrates the impact of web 2.0 tools on teaching practices.

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Strategies in Responding to the New Toefl Reading Tasks

Cohen

Upton

2006

ETS Research Report Series

Self Cite

111

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This study describes the reading and test‐taking strategies that test takers used in the Reading section of the LanguEdge courseware (ETS, 2002a). These materials were developed to familiarize prospective respondents with the new TOEFL®. The investigation focused on strategies used to respond to more traditional single selection multiple‐choice formats (i.e., Basic Comprehension and Inferencing questions) and the new selected‐response (multiple selection, drag and drop) Reading to Learn items. The latter were designed to simulate the academic task of forming a comprehensive and coherent representation of an entire text, rather than focusing on discrete points in the text. Verbal report data were collected from 32 students, representing four language groups (Chinese, Japanese, Korean, and Other) doing the Reading section tasks from the LanguEdge courseware materials. Students were randomly assigned to two of the six reading subtests, each consisting of a 600–700 word text with 12–13 items. Subjects' verbal report accompanying items representing each of the ten item types was evaluated to determine strategy use. The findings provide insights into the response behaviors prompted by the reading tasks on the new TOEFL.

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Feedback on compositions: teacher and student verbal reports

Cited by 131 publications

References 0 publications

Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback

Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback

Actual and preferred teacher feedback on student blog writing

Strategies in Responding to the New Toefl Reading Tasks

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