Patterns of Teacher Response to Student Writing in a Multiple-Draft Composition Classroom: Is Content Feedback Followed by Form Feedback the Best Method?

Ashwell, Tim

doi:10.1016/s1060-3743(00)00027-8

Cited by 368 publications

(274 citation statements)

References 21 publications

Supporting

Mentioning

226

Contrasting

Unclassified

Order By: Relevance

“…Studies examining patterns of feedback are mainly in the field of second language acquisition (Ashwell 2000;Ferreira, Moore, and Mellish 2007). Future research should investigate alternative methods of understanding the patterns found and why some are more effective than others.…”

Section: Usefulness Of the Teacher Feedback Observation Schemementioning

confidence: 99%

Development of the Teacher Feedback Observation Scheme: evaluating the quality of feedback in peer groups

Thurlings

Vermeulen

Kreijns

et al. 2012

Journal of Education for Teaching

View full text Add to dashboard Cite

Research suggests that feedback is an essential element in learning. This study focuses on feedback that teachers provide in reciprocal peer groups to improve their performance in the classroom. The Teacher Feedback Observation Scheme (TFOS) was developed to identify feedback patterns, which approaches feedback as a multidimensional process. The TFOS helps acquire insights into the effectiveness of feedback, and provides information regarding the situations in which possible interventions can be undertaken if feedback is declining and becoming ineffective. This may especially be necessary when the communication of feedback is mediated by information and communications technology (ICT). The TFOS was piloted using videotaped sessions of three face-to-face groups, as well as one virtual group, using discussion wikis. All four groups of teachers used the Video Intervision Peer-coaching (VIP) procedure. The findings reveal that feedback in the virtual group was less effective than it was in the face-to-face groups. In addition, ineffective feedback patterns in the face-to-face groups transitioned into more effective feedback patterns. The TFOS appears to be adept at identifying feedback patterns in peer groups.

show abstract

Section: Usefulness Of the Teacher Feedback Observation Schemementioning

confidence: 99%

Development of the Teacher Feedback Observation Scheme: evaluating the quality of feedback in peer groups

Thurlings

Vermeulen

Kreijns

et al. 2012

Journal of Education for Teaching

View full text Add to dashboard Cite

show abstract

“…The effectiveness of WCF has, again, been reported by some other studies (Ashwell, 2000;Fathman & Whalley, 1990;Ferris & Roberts, 2001), which, however, also suffered from another design problem. In these studies, evidence for accuracy development was merely based on learners' short-term improved performance in text revision, which sheds no light on whether these improvements would subsequently lead to the acquisition of correct forms in the long run.…”

Section: Whether Wcf Is Effective?mentioning

confidence: 59%

Studies on Written Corrective Feedback: Theoretical Perspectives, Empirical Evidence, and Future Directions

Wang¹,

Lin²

2014

ELT

View full text Add to dashboard Cite

The role of written corrective feedback (WCF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This article intends to provide a critical review of the increasing number of WCF studies thus far and to inspire new perspectives for future research. It starts by briefly tracing the theoretical positions on the role of WCF in L2 instruction. Subsequently, a synthesis of empirical arguments with respect to the effectiveness of WCF, the relative merits of various WCF options, and the amenability of different error categories to WCF are presented. Based on all the evidence, two common limitations: the focus on form-oriented WCF options and the narrow range of target errors are critically discussed in the final part. It concludes by suggesting that an integration between such learning enhancing variables as micro context and written feedback, and that an extension of target structure from learners' rule-governed errors to their non rule-governed errors should be investigated in future WCF studies so that fresh insights for WCF research could be achieved on one hand and pedagogical implications for L2 classroom instruction could be offered on the other.

show abstract

“…A major reason we identified for this is that the previous studies differed in how they measured the efficacy of written CF (Sheen, 2007). Some studies have measured improvement only by examining learner's revised texts (Ashwell, 2000;Fathman & Whalley, 1990;Ferris, 2006;Ferris & Roberts, 2001;Truscott & Hsu, 2008). Their findings confirm that "correction does help students reduce their errors on the writing on which they receive the corrections, and that the effect is substantial" (Truscott & Hsu, 2008, p. 299).…”

Section: The Effectiveness Of Written Cfmentioning

confidence: 96%

The Efficacy of Written Corrective Feedback and Language Analytic Ability on Chinese Learners’ Explicit and Implicit Knowledge of English Articles

Lin¹,

Xiao

2014

ELT

View full text Add to dashboard Cite

This article reports on an 8-week study that investigated the differential effects of two written corrective feedback (CF) options on 92 low-intermediate EFL students' explicit and implicit knowledge of English articles and the extent to which language analytic ability might influence the effect of written CF. The study used a pretest-treatment-posttest-delayed posttest design with three groups: a direct-only correction (DOC) group, a direct metalinguistic correction (DMC) group, and a control group. The acquisition of explicit knowledge was measured by an error correction test, and implicit knowledge was measured by a picture-cued writing test. It was found that both the DOC and the DMC benefited explicit and implicit knowledge, but no significant differences were reported in their effects on each type of knowledge. This study also showed that language analytic ability mediated the effectiveness of the DOC rather than that of the DMC. These findings are discussed from the perspective of cognitive psychology and implications and suggestions for further research are put forward.

show abstract

Patterns of Teacher Response to Student Writing in a Multiple-Draft Composition Classroom: Is Content Feedback Followed by Form Feedback the Best Method?

Cited by 368 publications

References 21 publications

Development of the Teacher Feedback Observation Scheme: evaluating the quality of feedback in peer groups

Development of the Teacher Feedback Observation Scheme: evaluating the quality of feedback in peer groups

Studies on Written Corrective Feedback: Theoretical Perspectives, Empirical Evidence, and Future Directions

The Efficacy of Written Corrective Feedback and Language Analytic Ability on Chinese Learners’ Explicit and Implicit Knowledge of English Articles

Contact Info

Product

Resources

About