Assessing Writing in French-as-a-Foreign-Language
Teacher Practices and Learner Uptake
Bibliographic Data
| ID | 5900532 |
|---|---|
| Authors | Eva Thue Vold (0000-0002-6056-1649, University of Oslo, corresponding author) |
| Year | 2021 |
| Volume | 6 |
| Issue | 4 |
| Pages | 210 |
| Publication date | 2021-12-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages6040210 |
| OpenAlex | W4200387140 |
| Language | EN |
| Citations received | 1 |
| References cited | 37 |
Formative assessment and adaptive instruction have been focus areas in Norwegian educational policy for more than a decade. Writing instruction in the language subjects is no exception; assessment of writing should help the learners improve their writing skills and, thus, feedback must be adapted to the individual learner's needs. The present study aims to shed light on the relations between teacher feedback practices and learner uptake in French-as-a-foreign-language upper secondary classes in Norway. Using material from a longitudinal corpus of learner texts, including teacher feedback (the TRAWL corpus), the study investigates the written feedback practices of three L3 French teachers, and explores whether any signs of uptake can be identified in 27 learners' new pieces of writings. The findings show that although the teachers followed best practice principles for formative assessment and written corrective feedback, less than half of the students showed any signs of uptake in subsequent pieces of writing. With one exception, these were students with an intermediate-high to very high proficiency level in French. The study emphasises the importance of strategies that could encourage learners to use the feedback they receive, thus moving the centre of attention from teacher practices to learner activities
Corrective Feedback · Foreign language · Formative assessment · Linguistics · Mathematics education · Norwegian · Pedagogy · Second language · Second language writing · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
Second Language Acquisition
Student engagement with teacher written corrective feedback in EFL writing
Interlanguage
Evidence in support of written corrective feedback
Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom
Second Language Writing Research and Written Corrective Feedback in Sla
A typology of written corrective feedback types
The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article
Written corrective feedback for individual L2 writers
Assessment and Classroom Learning
Utility of focused/comprehensive written corrective feedback research for authentic L2 writing classrooms
Written comments as a form of feedback
Comparing the Same Task in ESL vs. EFL Learning Contexts
Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing
Classroom discourse in lower secondary French-as-a-foreign-language classes in Norway
The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles
The Power of Feedback
Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing
The Effectiveness of Corrective Feedback in SLA
The Case Against Grammar Correction in L2 Writing Classes
Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |