Towards A Better Understanding Of The Complex Nature Of Written Corrective Feedback And Its Effects: A Duoethnographical Exploration Of Perceptions, Choices, And Outcomes.

Authors

Eva Kartchava, Carleton UniversityFollow
Yushi Bu, Carleton UniversityFollow
Julian Heidt, Carleton UniversityFollow
Abdizalon Mohamed, Carleton UniversityFollow
Judy Seal, Carleton UniversityFollow

Keywords

written corrective feedback, duoethnography, pre-service teachers, beliefs, practices

Abstract

Despite a large body of research into the benefits of corrective feedback (i.e., teachers’ reactions to students’ incorrect use of the target language), little is known about how new and experienced second-language (L2) teachers supply feedback to writing and what factors guide their decisions. This paper is a collaborative effort of 1 teacher-educator and 4 graduate students to examine the process of providing written corrective feedback (WCF) to university-level L2 learners. Findings point to complexities involved in WCF provision and the importance of examining CF holistically, as preservice teachers’ corrective choices and learners’ responses to them are often interlinked.

Acknowledgments: We are grateful to the editors and two anonymous reviewers for their insightful comments and helpful suggestions. Any remaining errors are ours alone.

Recommended Citation

Kartchava, Eva; Bu, Yushi; Heidt, Julian; Mohamed, Abdizalon; and Seal, Judy (2021) "Towards A Better Understanding Of The Complex Nature Of Written Corrective Feedback And Its Effects: A Duoethnographical Exploration Of Perceptions, Choices, And Outcomes.," Journal of Response to Writing: Vol. 7: Iss. 2, Article 4.
Available at: https://scholarsarchive.byu.edu/journalrw/vol7/iss2/4