Making connections through reflection: writing and feedback in an academic literacy programme

Granville, Stella; Dison, Laura

doi:10.2989/salals.2009.27.1.5.753

Cited by 12 publications

(8 citation statements)

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“…All of these, in turn, help to improve students' writing over the time. While the role of error feedback and its effects on L2 writing has been debated for over two decades (see the main debates from [7], [11], [12], [21], and [22]), this study supports the argument that it is not whether to provide feedback but how to do it to engage students (see [13][14][15][16][17][18]). It further proves the importance for instructors to incorporate collaborative dialogue into error feedback to enhance L2 students' writing.…”

supporting

confidence: 71%

“…Specifically, the study attempts to assess the effectiveness of metacognitive reflection along with error codes as a feedback dialogue between the instructor and international students in the academic writing classroom. It supports the recent claim that the most essential issue regarding error feedback is "how" instead of "whether" by arguing that it is not whether to provide error feedback but how to communicate error feedback with students and how to engage them in the process of revision to improve their writing (see [13][14][15][16][17][18]). …”

Section: Literature Reviewsupporting

confidence: 60%

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Effects of Error Feedback with Metacognitive Reflection on International Students’ Academic Writing

Chen¹

2018

IJIET

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Abstract-This paper investigates effects of the metacognitive reflection as a feedback dialogue on international students' academic writing. The metacognitive reflection, a process that goes beyond the cognitive process, involves the students to oversee their writing development through the learning process with their instructor. Data from a case study of a group of international students over a period of 16 weeks are used to detect the effects of this method on international students' academic writing. The result of this study is expected to assist second/foreign language (L2) educators to employ effective and efficient pedagogy to help international students improve their L2 writing in the academic setting.Index Terms-Error feedback, L2 writing, metacognitive reflection. I. INTRODUCTIONWriting is a complex process. It is even more complex to write in a second or foreign language (L2). As such, many studies (e.g., [1]- [5]) have pointed out understanding L2 students' special writing difficulties and causes of those difficulties in the process of their writing helps instructors know how to adapt their teaching to assist L2 writers with different linguistic and writing backgrounds. However, how to use a systematic method to effectively and efficiently analyze L2 students' error sources and provide feedback that can actively engage students to improve their writing weaknesses is quite a task. Different variables, e.g., learners' writing experience, L2 proficiency, first language interference, etc., may occur to influence L2 students' writing fluency and accuracy. Even though different analysis methods have been introduced with a hope to identify the areas of difficulty L2 learners encounter in the target language, most common methods, e.g., Contrastive Analysis, Interlanguage Analysis, and Error Analysis, are not easy to put into practice in the U.S. context where students are often from different linguistic background and most instructors do not know all their students' native language (L1). In addition, the methods are rather time-consuming if students are asked to write assigned tasks in two languages, which is impossible in the U.S. college composition classrooms [6].Therefore, the researchers developed a metacognitive reflection assignment with an aim to tap different L2 students' mastery of their L1 by letting them reflect the influence of their L2 writing to analyze causes of their errors. Manuscript received March 20, 2017; revised September 5, 2017 Intervened instruction is provided based on each individual student's need. This paper investigates effects of the metacognitive reflection as a feedback dialogue on international students' academic writing. The metacognitive reflection, a process that goes beyond the cognitive process, involves the students to oversee their writing development through the learning process. It starts by having students examine their writing errors as identified by their instructor and analyze their error sources. Based on their analysis, students employ necessary strategies to ...

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confidence: 71%

Section: Literature Reviewsupporting

confidence: 60%

Effects of Error Feedback with Metacognitive Reflection on International Students’ Academic Writing

Chen¹

2018

IJIET

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“…Several researchers suggest the use of effective feedback in academic writing pedagogy (Granville & Dison, 2009;Ferris, 2008;Li, 2007;Spencer, 2007;Weaver, 2006;Zhu, 2004;Cabral & Tavares, 2002;Saito, 1994). For instance, Weaver (2006) and Ferris (2008) concur that students should be shown their strengths and weaknesses so that they can improve on their future work.…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

Students’ and tutors’ perceptions of feedback on academic essays in an open and distance learning context

Chokwe

2015

Open Praxis

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Feedback is the most important aspect of the learning and teaching process. Through feedback, tutors/ lecturers provide an important intervention in teaching as students would always like to know where they did right or wrong in their written assessed work. Without feedback, learning is not complete. This article reports on the results of a major study on academic writing of first year English Second Language university students in open and distance learning context. The study probed both students' perceptions and tutors' practices in the provision of giving feedback. Marked students' assignments were evaluated using document analysis method and interviews were held with students and tutors. The findings show that feedback provided to students is not always sufficient and therefore denying students' opportunities to learn effectively as they would not know their weak and strong points.

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“…Various research studies indicate that ESL students tend to be under-prepared for university studies (Cliff and Hanslo 2009:274;Granville andDison 2009:56 Hirst, Henderson, Allan, Bode andKocatepe 2004:74;Schwartz 2004:27;Maloney 2003:664;Boughey 2000:281). Under-prepared students find it difficult to cope with the writing tasks that are expected of them in higher education teaching and learning contexts (Cliff and Hanslo 2009:274;Van Rensberg and Lamberti 2004:68;Maloney 2003:664).…”

Section: Introductionmentioning

confidence: 99%

Academic Writing in an ODL Context: Perceptions and Experiences of First Year University Students

Chokwe

2013

MJSS

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Making connections through reflection: writing and feedback in an academic literacy programme

Cited by 12 publications

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Effects of Error Feedback with Metacognitive Reflection on International Students’ Academic Writing

Effects of Error Feedback with Metacognitive Reflection on International Students’ Academic Writing

Students’ and tutors’ perceptions of feedback on academic essays in an open and distance learning context

Academic Writing in an ODL Context: Perceptions and Experiences of First Year University Students

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