Responding to L2 Students in College Writing Classes: Teacher Perspectives

Abstract

Response to student writing has been a research concern for composition specialists for the past several decades. However, most research to date has utilized student opinions or researcher judgments about teacher feedback, with researchers rarely consulting teachers themselves as informants. Also, first language (L1) and second language (L2) response research has been completed and disseminated in separate arenas, with little consideration given to the current blurring of boundaries in many educational contexts between L1 and L2 student writers. In the study described in this article, college writing instructors in both mainstream and specialized L2 writing contexts were surveyed (N 5 129) and interviewed (N 5 23) about their backgrounds (training and experience) and their philosophies and practices with regard to response. In addition, samples of their commentary on student papers (3-5 papers per interview subject) were collected, discussed with the instructors, and analyzed. Although most instructors were aware of adapting their approach to feedback for L2 writers, the nature of these adjustments varied dramatically across subjects, as did their overall attitude toward the endeavor of responding to L2 writers. The article concludes with a discussion of practical implications of the findings for teacher response practices and for professional preparation of L1 writing instructors who work with L2 students.

The Effect of Coded and Non-Coded Correction Feedback on the Quality of Indonesian Efl Students’ Writing

“…The revisions were then documented DISCUSSION Several learning theories confirm the positive effects of WCF (see Gagne, 1985;Williams & Burden, 1997;Krashen, 2003;Brown, 2007). Moreover, a number of previous research studies have also indicated the importance and the effect of corrective feedback (Ashwell, 2000;Ellis et al, 2006;Hong, 2004;Carless, 2006;Sheen, 2007;Bitchener, 2008;Van Beuningen, 2010;Purnawarman, 2011;Ferris & Roberts, 2001;Ferris, Brown, Liu, & Stine, 2011;Ferris et al, 2013;Muth'im & Latief, 2014). This present study can then be considered as giving an additional support to these theories and the previous research studies.…”

Asian-Focused ELT Research and Practice Voices from the Far Edge

“…In other words, Western teachers often assume that Asian students do not want -or are unable -to think critically and instead benefit more from mastering set patterns in order to pass exams. Several studies have shown, in fact, that as a result of their preconceptions of ESL students, teachers often give feedback to L2 writers which focuses more on grammar and structure errors than on content (Ferris, Brown, Liu, & Stine, 2011;Matsuda & Matsuda, 2010).…”

What Types of Essay Feedback Influence Implementation: Structure Alone or Structure and Content?

“…Ferris, Brown, Liu, and Stine (2011) argued that it was important to note the similarities between the feedback given to students writing in English as their first language and the feedback given to those writing in English as a second language.…”