Word Choice Errors in Chinese Students' English Writing and How Online Writing Center Tutors Respond to Them

Severino, Carol; Prim, Shih-Ni

doi:10.7771/2832-9414.1777

Cited by 4 publications

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“…The analysis included three stages. The first stage involved the identification of the participants' revision operations used in response to teacher WCF, drawing on topologies of students' response to feedback found in previous research (e.g., Ferris, 2006;Severino & Prim, 2015) (Appendix F). To achieve this, the participants' sentences before and after revision as well as their screencasts were analyzed.…”

Section: Screencasts and Written Texts Analysismentioning

confidence: 99%

Student engagement with computermediated teacher written corrective feedback: A case study

Koltovskaia¹,

Mahapatra²

2022

JALTCALL

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Much of the research on the effectiveness of written corrective feedback (WCF) scope and strategies has been (quasi-)experimental, generating results peripherally related to authentic classroom contexts. Underpinned by a multidimensional conceptual framework of student engagement with WCF, this classroombased study has explored the scope and strategies used by the teacher regarding WCF. It also investigated how two ESL university students behaviorally, cognitively, and affectively engaged with the scope and strategies of computer-mediated teacher WCF to improve the accuracy of the second draft of the introduction and methodology sections of their research proposal. Data from multiple sources, including students' written texts, screencasts that captured students' revision process, stimulated recall, and semi-structured interviews were analyzed. The findings revealed that the scope of computer-mediated teacher WCF was comprehensive, and the most frequently employed feedback strategy was direct WCF, often accompanied by metalinguistic explanation. Behaviorally, the students improved their drafts' accuracy based on such feedback; however, their cognitive engagement was mediocre. Although affectively the students often experienced positive reactions toward feedback strategies, they felt overwhelmed by a large number of comments.

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Section: Screencasts and Written Texts Analysismentioning

confidence: 99%

Student engagement with computermediated teacher written corrective feedback: A case study

Koltovskaia¹,

Mahapatra²

2022

JALTCALL

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“…A number of studies have focused on both of the aforementioned methods, but online asynchronous tutoring methods have been more extensively investigated empirically (Kourbani, 2018;Severino & Prim, 2015;Weirick et al, 2017) than synchronous methods. Kourbani (2018) examined the impact of the asynchronous online feedback on tutees' learning and text revision.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The results revealed that asynchronous online feedback had positive effects on text revision, especially for lower-order concerns such as grammar and mechanics. Similarly, Severino and Prim (2015) also focused on online asynchronous tutor feedback; in particular, they investigated tutors' suggestions and comments on writers' word choice. They found that tutors mainly utilized the speech acts of corrections (48%), questions (25%), and explanations (12%) in response to writers' word choice errors.…”

Section: Literature Reviewmentioning

confidence: 99%

“…While much is already known about online asynchronous sessions (Kourbani, 2018;Mick & Middlebrook, 2015;Neaderhiser & Wolfe, 2009;Severino & Prim, 2015;Weirick et al, 2017), little empirical research has focused on online synchronous sessions, likely because they are typically considered similar to face-to-face sessions. However, as noted by Kastman, Breuch, and Racine (2000), the strategies used in face-to-face sessions, including the use of suggestions, cannot be easily transferred to online synchronous consultations.…”

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confidence: 99%

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A Case Study on the Uptake of Suggestions in Online Synchronous Writing Center Sessions

Muranova¹,

Koltovskaia²,

Miller³

2023

TESL-EJ

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Despite suggestions being a common speech act used by writing center tutors, very limited research is available on the use of suggestions in online writing center practice. Drawing upon multiple sources of data including the chat transcript, screen recording of the session, and final revised version of the writer’s text, this case study explores the types and frequency of the suggestion strategies employed by a tutor and the degree of writer uptake of tutor suggestions in a synchronous online writing center session. The findings indicate that the tutor’s use of suggestions throughout the session only led to a partial revision of the writer’s text. While factors contributing to the partial revision include overuse of indirect suggestion linguistic realization strategies (SLRSs) and addressing multiple errors at the same time, using multiple and more direct SLRSs appeared to contribute to successful uptake. The observations of the study suggest that, in order to increase the degree of uptake, tutors might consider addressing one error at a time, utilizing multiple suggestion strategies per error and focusing on using more direct rather than indirect suggestion strategies in order to provide suggestions more effectively in online synchronous writing center sessions.

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Digital Histories of Writing Lab Newsletter, Writing Center Journal, and Praxis: A Writing Center Journal

Buck

2017

Open-Access, Multimodality, and Writing Center Studies

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Word Choice Errors in Chinese Students' English Writing and How Online Writing Center Tutors Respond to Them

Cited by 4 publications

References 0 publications

Student engagement with computermediated teacher written corrective feedback: A case study

Student engagement with computermediated teacher written corrective feedback: A case study

A Case Study on the Uptake of Suggestions in Online Synchronous Writing Center Sessions

Digital Histories of Writing Lab Newsletter, Writing Center Journal, and Praxis: A Writing Center Journal

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