What works may hurt: The negative side of feedback in second language writing

Yu, Shulin; Feng, Geng; Liu, Chunhong; Zheng, Yao

doi:10.1016/j.jslw.2021.100850

Cited by 25 publications

(18 citation statements)

References 53 publications

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“…However, the control group students showed a decrease in the number of counterarguments and rebuttals. In the traditional teaching method for the control group, the writing teachers did not emphasize the importance of counterarguments in improving the overall quality of writing and it is possible that most students follow their own “template composition” mindset ( Yu et al., 2021 ), therefore, the counterarguments and rebuttals produced in the pre-test writing were not timely guided and decreased in the post test.…”

Section: Discussionmentioning

confidence: 99%

“…Under the combined effect of “time” and “intervention”, as shown in Table7 , the types of counterarguments and rebuttals have been significantly improved, which shows that Chinese college students have a clear acceptance of the counterargumentative elements they most lack ( Qin & Karabacak, 2010 ). Under the situation that Chinese college students' writing is deeply influenced by “template composition” ( Yu et al., 2021 ), the application of Toulmin model in teaching can enable students to make breakthroughs in new dimensions, which is commendable.…”

Section: Discussionmentioning

confidence: 99%

“…However, researchers have continued to suggest that the improvement of argumentative writing cannot be achieved solely at the linguistic level ( Stratman, 1982 ). Many students are still stuck in the idea of “fixed template” writing ( Yu et al., 2021 ). It seems that the language level and improvement of template composition alone cannot solve the problem of improving the quality of argumentation, because there are some problems in students' writing, such as the lack of argumentative elements, or the weak connection between argumentative elements.…”

Section: Introductionmentioning

confidence: 99%

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An empirical study on the scaffolding Chinese university students’ English argumentative writing based on toulmin model

Yang

2022

Heliyon

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An empirical study on the scaffolding Chinese university students’ English argumentative writing based on toulmin model

Yang

2022

Heliyon

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“…Feedback is integral to evaluation, but in addition to assessment, it includes commentary on the progress, errors, strong and weak points. It is defined as "learning-oriented processes by which learners make sense of, evaluate, and use the information to improve their current and/or future performance" (Yu, Geng, Liu, & Zheng, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…to negative (dissatisfaction, frustration, sadness, discontent). Researchers have been studying this aspect of feedback, with papers on various feedback variations and environments (Lipnevich, Murano, Krannich, & Goetz, 2021;Mazzotta, & Belcher, 2018;Yu, Geng, Liu, & Zheng, 2021;Zhang, He, Du, Liu, & Huang, 2022;Yu, Di Zhang, & Liu, 2022).…”

Section: Introductionmentioning

confidence: 99%

Writing Feedback from a Research Perspective

Raitskaya

Tikhonova²

2022

JLE

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Introduction. Being an essential part of teaching and learning, feedback in close connection with evaluation is the focus of many researchers. Their interest lies mainly in automated systems, learners’ and teachers’ perceptions of writing feedback and feedback on feedback, new forms of feedback and their efficacy for motivation and writing performance. The review aims to identify the prevailing directions of research in the field. Methods. The review is based on 194 documents extracted from the Scopus database. The ultimate results of the search for “writing feedback” were limited to a field filter (social sciences, arts & humanities), a language filter (English), a document type (article, review, book chapter, conference paper) as well to manual screening in accordance with the inclusion criteria and relevance to the theme. Results and Discussion. Seven directions of research were identified: automated and non-automated evaluation; feedback on writing: general issues; automated feedback; peer review and teacher feedback on writing; perceptions and emotions relating to writing feedback; feedback on scholarly writing; evaluation and improvement in Chinese calligraphy. The reviewed documents proved the prominence of the topic and greater interest in new computer-mediated forms of feedback on writing. Conclusion. The results of the review may serve as a guidance for researchers at large and potential JLE authors focused on teaching and learning writing. The limitations of the review are linked to the scope and methods applied.

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Examining pre-service teachers’ feedback on low- and high-quality written assignments

Máñez,

Lipnevich,

Lopera-Oquendo

et al. 2024

Educ Asse Eval Acc

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Assessing student writing assignments and providing effective feedback are a complex pedagogical skill teacher candidates need to master. Scarce literature has closely examined the type of feedback that pre-service high-school teachers spontaneously deliver when assessing student writings, which is the main goal of our study. In a sample of 255 high school teacher candidates, we examined the type of feedback that they provided when assessing two writing assignments that differed in quality. One thousand eight hundred thirty-five comments were analyzed and coded into 11 sub-categories. Results showed that candidates’ feedback not only focused on task performance but also on the writing process. Although candidates provided critical and past-oriented evaluations frequently, they also crafted feedback in a neutral tone and included future-oriented suggestions. Further, feedback varied as a function of candidates’ gender, academic discipline, and students’ quality of writing. Teacher training programs may use this information to design resources to address nuances of feedback provision.

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What works may hurt: The negative side of feedback in second language writing

Cited by 25 publications

References 53 publications

An empirical study on the scaffolding Chinese university students’ English argumentative writing based on toulmin model

An empirical study on the scaffolding Chinese university students’ English argumentative writing based on toulmin model

Writing Feedback from a Research Perspective

Examining pre-service teachers’ feedback on low- and high-quality written assignments

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