From traditional to alternative feedback
What do L2 elementary students think
Bibliographic Data
| ID | 12114307 |
|---|---|
| Authors | Pauline Mak (0000-0001-5328-1334, Department of English Language Education The Education University of Hong Kong Hong Kong, corresponding author) |
| Year | 2019 |
| Volume | 29 |
| Issue | 1 |
| Pages | 109-129 |
| Publication date | 2019-02-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0802-6106 • E-ISSN: 1473-4192 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ijal.12250 |
| OpenAlex | W2915293503 |
| Language | EN |
| Citations received | 6 |
| References cited | 46 |
This study investigates students' perceptions about their teachers' adoption of a new way to use feedback in writing classrooms in two elementary schools in Hong Kong. The innovation comprises three feedback stages (i.e., pre‐feedback, during‐feedback and post‐feedback) over the course of a teaching‐learning cycle to maximize the potential of feedback to the learning effectiveness of the students. Data included student questionnaires, interviews with students and teachers, lesson observations as well as documentary analysis of teaching material. Results indicate that the students considered feedback delivery in the three stages as beneficial to their interest, confidence, motivation and self‐perceived performance in writing. The article highlights the need to offer feedback in all three feedback phases to maximize its effectiveness and to offer a more positive learning experience to students
Mathematics education · Negative feedback · Pedagogy · Peer feedback · Perception · Educational and Psychological Assessments · Engineering · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Students' perceptions and outcome of teacher feedback
Understanding the impact of teacher feedback on EFL students’ use of self-regulated writing strategies
Preservice teachers’ implementation of formative assessment in English writing class
ChatGPT4o as an AI Peer Assessor in EFL Speaking Classrooms
Examining Regulatory Fit Effects on L2 Writing Motivation
Written corrective feedback in second language writing
Written Corrective Feedback in Second Language Acquisition and Writing
Student engagement with teacher written corrective feedback in EFL writing
Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback
A comparative study of peer and teacher feedback in a Chinese EFL writing class
Evidence in support of written corrective feedback
Epilogue
Do Secondary L2 Writers Benefit from Peer Comments?
Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom
Understanding teachers’ written feedback practices in Hong Kong secondary classrooms
Student reactions to teacher feedback in two Hong Kong secondary classrooms
Learning‐oriented assessment
The Significance of Learner's Errors
Motivation and feedback
Learners’ Processing, Uptake, and Retention of Corrective Feedback on Writing
ESL student reaction to written comments on their written work
Coded and uncoded error feedback
The effects of focused and unfocused written corrective feedback in an English as a foreign language context
Focusing on form
Implementing assessment for learning in L2 writing
Research into practice
Student Reactions to Teacher Response in Multiple-Draft Composition Classrooms
Improving Pregnancy Outcome during Imprisonment
The Power of Feedback
Error feedback in L2 writing classes
Formative assessment and self-regulated learning
| Citations per year | 1.2 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |