Giving and getting feedback on composition: A comparison of teacher and student verbal report

Cohen, Andrew D.; Cavalcanti, Marilda do Couto

doi:10.1080/09500798709533221

Cited by 12 publications

(8 citation statements)

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“…All assessors' comments predominantly highlighted deficiencies and omissions rather than strengths or reactions to students' ideas. Cohen and Cavalcanti (1987) also found that students rarely took specific action in response to feedback. Most reported making a 'mental note' of comments for future reference, but few attempted to correct the error.…”

Section: Introductionmentioning

confidence: 91%

“…Dweck (1988) claims that students who have a positive theory of their own intelligence and view themselves as capable learners are more likely to persist in the face of learning challenges than students with a lesser sense of self-efficacy. Cohen and Cavalcanti's (1987) study of students' responses to feedback on essays revealed that most students prefer more teacher comments on content and organization, while others want comments on grammar. Their research found a relationship between the grade and the amount of feedback.…”

Section: Introductionmentioning

confidence: 97%

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Feedback on learning achievement: rhetoric and reality

Orrell

2006

Teaching in Higher Education

126

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Section: Introductionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 97%

Feedback on learning achievement: rhetoric and reality

Orrell

2006

Teaching in Higher Education

126

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“…Most studies have focused on the types of revisions made by students (e.g., Belcher, 1989;Chandrasegeran, 1986;Chenoweth, 1987;Gaskill, 1987;Hall, 1987Hall, , 1990Sato, 1990;Tagong, 1992) or on pedagogical techniques (such as reformulation or topical structure analysis) for helping students to revise (Allwright, 1988;Cerniglia, Medsker, & Connor, 1990;Cohen, 1983Cohen, , 1990Connor & Farmer, 1990;Johns, 1986aJohns, , 1986b. L2 studies of feedback and revision have examined differences in students' ability to process feedback and revise successfully (Barnes, 1984;Cohen & Cavalcanti, 1987), the effects of teacher versus peer feedback (Chaudron, 1983(Chaudron, , 1984Connor & Asenavage, 1994;Hedgcock & Lefkowitz, 1992), and the impact of content-versus form-based feedback (Cohen & Cavalcanti, 1990;Fathman & Whalley, 1990;Kepner, 1991;Russikoff & Kogan, 1996).…”

Section: L2 Studies On Teacher Feedback and Revisionmentioning

confidence: 99%

The Influence of Teacher Commentary on Student Revision

1997

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In this study, the author examined over 1,600 marginal and end comments written on 110 first drafts of papers by 47 advanced university ESL students, considering both the pragmatic goals for and the linguistic features of each comment. She then examined revised drafts of each paper to observe the influence of the first‐draft commentary on the students' revisions and assess whether the changes made in response to the teacher's feedback actually improved the papers. A significant proportion of the comments appeared to lead to substantive student revision, and particular types and forms of commentary appeared to be more helpful than others. The results suggest several important implications for L2 writing instruction and for future studies on a vital but surprisingly neglected topic.

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“…The study under consideration in this article was the second in a series of smallscale studies aimed at investigating the relationship between what teachers provide as feedback on compositions and what students think about and do with this feedback (Cohen & Cavalcanti, 1987. This study dealt with feedback in Englishforeign-language (EFL) and Portuguese-native-language (LI) compositions.…”

Section: A Study Using Verbal Report: Giving and Getting Written Feedmentioning

confidence: 99%

Feedback on Writing

Cohen

1991

Stud Sec Lang Acq

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The article first calls attention to research on learner strategies and to the significant role that verbal report data have played in such research. While various research methods have been used to describe such strategies, verbal report measures are being used more and more as a means for describing cognitive processes in such areas as communicating, translating, test taking, and language learning. The article focuses just on the use of verbal report in describing learner strategies in language learning and language using. It is noted that information on learner strategies has evolved from partially intuited lists of strategies to empirically derived taxonomies that have as their ultimate purpose that of training learners to be more successful at language learning. Second, the controversy regarding the use of verbal report measures is discussed. Finally, the article describes a study that employed a variety of verbal report measures in an effort to understand better the strategies that teachers use in giving feedback on compositions and the strategies that learners use in handling this feedback in the English-foreign-languge and Portuguese-nativelanguage classrooms, respectively. LEARNER STRATEGY RESEARCH AND THE ROLE OF VERBAL REPORT DATAOver the last decade, the role of learner strategies has gained increasing prominence in language research. Essentially, such strategies refer to mental operations that learners use in accomplishing language tasks. However, there is controversy over the use of the term. As Oxford (1990, pp. 7-8) pointed out, the term strategy has its origin I would like to thank Gabi Kasper and an anonymous reviewer for their insightful comments on earlier drafts of this article.

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Giving and getting feedback on composition: A comparison of teacher and student verbal report

Cited by 12 publications

References 2 publications

Feedback on learning achievement: rhetoric and reality

Feedback on learning achievement: rhetoric and reality

The Influence of Teacher Commentary on Student Revision

Feedback on Writing

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