Feedback on second language students’ writing
Ken and Fiona Hyland. Language Teaching. 39, 83-101, 2006.
Responding to errors:
In my opinion, these features are common in the Thai context:
- focus on students’ grammatical feedback
- focus on students’ content and ideas in writing
- give dual content and language feedback
- give explicit corrective feedback on students’ language
- locating the type of errors and ask students to correct it themselves
- give oral feedback
- use corrective symbols to give feedback
Less common for Thai classrooms:
- give different feedback on different genres
- give clues rather that make direct correction
- give implicit feedback on the students’ language
- incorporate many types of feedback
- use portfolio to evaluate students’ writing
- select appropriate language and style to facilitate a students’ writing
- use concordancers to help students’ writing
- use automated essay scoring programs
Tessie's Opinion: I grouped the above feedback types which seem common in Thai EFL classroom according to my own experience. I wonder if other Thai EFL teachers will group the features in the same way as I do or not. Each teacher holds personal practice and sees their students and teaching environment differently. Some of the features that I label less common above might be used by the others. Therefore, selecting a particulare feedback features may reflect practicing approaches of teachers. Should this technique be included in the data collection to get more explanations about the ongoing instruction in EFL classroom? If we think that the answers from the questionaire doesn't reveal teacher cogniton, can we ask them to choose the activities or instructional features like ways to give feedback above? I think it will be interesting to see how they unconciously select the items representing their major pedagogical frameworks. We just can't go to ask them questions about that pedagogical theories they are practicing, can't we?
Should find something to do the trick ...
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