Abstract

Error correction for English language learner's (ELL) writing has long been debated in the field of teaching English to learners of other languages (TESOL). Some researchers say that written corrective feedback (WCF) is beneficial, while others contest. This study takes a look at the manageability of the innovative strategy Dynamic Written Corrective Feedback (DWCF) and asks what factors influence the manageability of the strategy (including how long marking sessions take on average) and what suggestions experienced teachers of DWCF have. The strategy has shown to be highly effective in previous studies, but its manageability has recently been in question. A qualitative analysis of the manageability of DWCF was done via interviews of experienced teachers that have used DWCF and the author's experience and reflections using the strategy. The results indicate that this strategy can be manageable with some possible adaptions and while avoiding some common pitfalls.

Degree

MA

College and Department

Humanities; Linguistics and English Language

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2017-03-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd9115

Keywords

manageability, writing feedback, error correction

Language

english

Available for download on Tuesday, March 31, 2020

Included in

Linguistics Commons

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