The Teacher-Student Writing Conference and the Desire for Intimacy

Lerner, Neal

doi:10.2307/30044673

Cited by 33 publications

(22 citation statements)

References 25 publications

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“…Research on writing conferences has mostly focused on their use in first language (L1) composition courses or writing centers. Teacher–student conferences, a well‐established pedagogical practice in composition, made their way into second language (L2) writing courses following the paradigm shift from a product‐centered teaching approach to a process approach, which introduced the multiple‐draft approach to writing (for a historical overview of conferences in English composition, see Lerner, ). Some of the early publications on writing conferences consisted of writing teachers’ reflections on teacher–student interactions, dialogic interactions in writing conferences, and suggestions for conference activities (Duke, ; Murray, ; Schiff, ).…”

mentioning

confidence: 99%

Writing Conferences in a Second Language Writing Classroom: Instructor and Student Perspectives

Maliborska

You

2016

TESOL Journal

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Teacher-student writing conferences are considered a valuable teaching method in composition courses, used mostly with the purpose of discussing students' progress in their writing. This article presents an exploratory study on student and instructor expectations and perceptions of writing conferences in a semester-long writing course for multilingual students. The sample consists of 100 students who were enrolled in this course and eight instructors who were teaching it. The course examined here was designed to offer one lecture and one writing conference per week to each student, resulting in two writing conferences for each of the five writing tasks. The factors examined are teacher preparation time and strategy, format (individual and group writing conferences), length, frequency, topics discussed, and overall satisfaction. The authors collected data through extensive surveys that included Likert-type scales, item ranking, and open-ended questions. The results show that the students and their instructors regarded individual conferences of 10 minutes to be more effective than longer group conferences; however, participants voiced weaknesses of both types of conferences. The results and implications inform writing instructors and administrators about possible uses of such a course design and potential improvements for the use of writing conferences in second language writing courses. Research on writing conferences has mostly focused on their use in first language (L1) composition courses or writing centers. Teacher-student conferences, a well-established pedagogical practice in composition, made their way into second language (L2) writing courses following the paradigm shift from a productcentered teaching approach to a process approach, which introduced the multiple-draft approach to writing (for a historical overview of conferences in English composition, see Lerner, 2005). Some of the early publications on writing conferences consisted of writing teachers' reflections on teacher-student interactions, dialogic interactions in writing conferences, and suggestions for conference activities (Duke, 1975;Murray, 1968;Schiff, 1978). Writing conferences could take the form of group, pair, or individual discussions and activities (Schiff, 1978) and could be used either as the only form of instruction or in combination with regular classroom hours. However, most empirical research on writing conferences has restricted their use to "only two parties, a teacher and a student" (Carnicelli, 1980, p. 101). However, in existing research, conferences were seldom used as the dominant instructional method in writing classes. The study presented here extends this research area by investigating the perception and attitudes of instructors and multilingual students toward the use of writing conferences in an English as a second language (ESL) writing course that is designed to incorporate mandatory weekly conferences.

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confidence: 99%

Writing Conferences in a Second Language Writing Classroom: Instructor and Student Perspectives

Maliborska

You

2016

TESOL Journal

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“…Although there seems to be evidence that face-to-face instructor-student feedback sessions has precedence over other types of feedback (Lerner, 2005), conducting face-to-face sessions require a fixed schedule that may be inconvenient for both the instructor and the student. Other students and instructors have a full workload and planning feedback session for every student will inevitably become a scheduling nightmare.…”

Section: Resultsmentioning

confidence: 99%

“…Another benefit of conducting an instructor-student face-to-face session while watching the video is that any miscommunication that might The affordances of screen capture technology for retrospective analysis of the writing process International Journal of Research Studies in Educational Technology 37 occur via written comments could be avoided. In these sessions, the instructor would have an opportunity to provide feedback and respond to questions and perspectives that the student may have, which can improve writing efficiency (Beach, 1989;Frank, 2001;Lerner, 2005).…”

Section: Introductionmentioning

confidence: 99%

The affordances of screen capture technology for retrospective analysis of the writing process

Sabbaghan

Maftoon

2015

IJRSET

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Screen recording technology provides us with means of analyzing the writing process. However, the possible advantages of using retrospective protocols with this new technology have not been explored. This paper investigated how stimulated recall induced peer-peer and instructor-student interactions during the replay of the participants' writing process using screen recording software affected the number of surface and non-surface changes made either during (noticing) or after (revision) the stimulated recall session (SRS). Twenty skilled users of English wrote different argumentative essays and recorded the writing process. Next, they participated in SRSs while watching the replay of their writing process, three times with a peer (twice as practice) and once with an instructor. Modifications were made during and after the SRSs. The results indicate that the number of modifications made in the instructor-student SRSs were greater than in peer-peer SRSs. However, further analysis revealed that the participants made more non-surface changes in instructor-student SRSs than in peer-peer SRSs. Intriguingly, no significant difference was found in the number of surface changes between the two types of SRSs. Implications of the finding are further explored.

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“…Over the last decades, CF has been studied at various dimensions under different labels, such as assisted performance (Vygotsky & Cole, 1978), one-to-one teaching (Calkins, 1986;Graves, 1983), one-to-one interaction (Sperling, 1991); response sessions (Hansen, 1987), conversational dialogue (Freedman, 1985), meaningful contact (Lerner, 2005), and dynamic assessment (Ableeva, 2010;Afshari, Amirian, & Tavakoli, 2020;Poehner, 2008).…”

Section: Different Labels For Conferencing Feedbackmentioning

confidence: 99%

Does Conferencing Feedback Improve Non-English Majors’ Paragraph-Writing? A Case Study in Vietnam

Hung¹,

Diem²

2020

AWEJ

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Corrective feedback in learning English as a foreign language (EFL), especially in writing skills, has been investigated for years. Feedback is in various modes, including direct, indirect, electronic, and conferencing between teachers and students. The current study attempted to apply teacher-student conferencing feedback to a class of non-English majors of low English proficiency levels at a local college, located in Can Tho City, South of Vietnam. The study aimed to determine: (1) Does conferencing feedback improve the target students’ writing skills? (2) How do these students react to conferencing feedback? Answers to these questions are useful because they are supposed to provide more insights into the existing knowledge about the nature of conferencing feedback regarding its potential to be applied in different cultural contexts. The data-collecting instruments of pre-post tests and pre-post questionnaire surveys were employed. There were five conferences between the teacher and the participants during the intervention program. The results showed that conferencing feedback enhanced the participants’ English writing performance through the intervention. It also gained their positive attitudes demonstrated in the post questionnaire. Thereby, discussions and recommendations are provided.

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The Teacher-Student Writing Conference and the Desire for Intimacy

Cited by 33 publications

References 25 publications

Writing Conferences in a Second Language Writing Classroom: Instructor and Student Perspectives

Writing Conferences in a Second Language Writing Classroom: Instructor and Student Perspectives

The affordances of screen capture technology for retrospective analysis of the writing process

Does Conferencing Feedback Improve Non-English Majors’ Paragraph-Writing? A Case Study in Vietnam

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