Contextualizing feedback in L2 writing: the role of teacher scaffolding

Li, Dongying; Lian, Zhang

doi:10.1080/09658416.2021.1931261

Cited by 11 publications

(1 citation statement)

References 41 publications

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“…According to van der Kleij and Adie (2020), feedback effectiveness is contextdependent. Contextualized feedback accompanied by teacher scaffolding was yielded to be meaningful for improvement in writing in a second language in the study done by Li and Zhang (2021). The way the language teacher provides feedback could vary in a coordinated way with the features of the context.…”

Section: Feedback In Language Teachingmentioning

confidence: 98%

The Progress a Pre-Service English Language Teacher Made in Her Feedback Giving Practices in Distance Teaching Practicum

Koşar

2021

JET

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As a result of the COVID-19 pandemic, teaching practicum has been conducted in online learning settings in Turkey, which, in return, has made pre-service English language teachers do their practicums online. The lack of research into the effect of distance teaching practicum on pre-service English language teachers’ practices of giving feedback prompted the researcher to carry out this research. This instrumental case study aims to investigate the changes in a pre-service English language teacher’s feedback giving practices in the English lessons she taught in the distance teaching practicum and her views about how the distance teaching practicum affected her skills of providing feedback. The results obtained from the analysis of the data collected from the researcher’s notes on the pre-service English language teacher’s provision of feedback in the four online lessons she taught, post-lesson telephone interviews and end-of-study semi-structured interview indicated her teaching experiences helped her make a considerable progress in her skills in giving effective feedback. The findings pointed to the significance of distance teaching practicum in developing pre-service English language teachers’ feedback giving practices.

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Section: Feedback In Language Teachingmentioning

confidence: 98%

The Progress a Pre-Service English Language Teacher Made in Her Feedback Giving Practices in Distance Teaching Practicum

Koşar

2021

JET

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Designing a second-order progressive problem-based scaffold strategy to promote students’ writing performance in an SVVR environment

Yang,

Zhou,

Rong

et al. 2024

Educ Inf Technol

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The Effect of Joint Production on the Accuracy and Complexity of Second Language Writing

Sang

Zou

2022

J Psycholinguist Res

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Although written corrective feedback and collaborative writing have been extensively researched in second language writing, there have been few ecologically valid classroom-based studies. To bridge the gap, the current study proposed joint production as a pedagogy to integrate teacher-scaffolded feedback and collaborative dialogue and aimed to examine its effect on the development of second language writing. A quasi-experimental study was undertaken on two intact groups of EFL learners over an academic semester of 18 weeks. Results showed that the experimental group (N = 30) outperformed the control group (N = 29) significantly in accuracy, confirming the effectiveness of joint production in promoting accuracy in L2 writing. Developmentally, accuracy was steadily developed over time and was negatively correlated with complexity. Possible explanations and implications of the findings are also discussed.

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Contextualizing feedback in L2 writing: the role of teacher scaffolding

Cited by 11 publications

References 41 publications

The Progress a Pre-Service English Language Teacher Made in Her Feedback Giving Practices in Distance Teaching Practicum

The Progress a Pre-Service English Language Teacher Made in Her Feedback Giving Practices in Distance Teaching Practicum

Designing a second-order progressive problem-based scaffold strategy to promote students’ writing performance in an SVVR environment

The Effect of Joint Production on the Accuracy and Complexity of Second Language Writing

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