Publication Date
Fall 2019
Keywords
oral writing conference, written corrective feedback, student preferences, simultaneous oral-written feedback
Abstract
This paper reports beliefs and preferences of second-language (L2) students regarding effective writing feedback strategies, especially conferences for oral and written feedback. Guiding the study were these questions: 1) Do L2 university students prefer to receive direct or indirect teacher feedback on written-language problems? 2) Do the students prefer to receive (a) written feedback (WF) only or (b) oral feedback (OF) in one-on-one conferences as well as WF? 3) In the case of 2(b), do the students prefer to receive OF during or after WF? The study employed mixed methods involving quantitative surveys of 30 Canadian university students from two English for academic purposes (EAP) writing classes and qualitative interviews with 11 of those surveyed. Results demonstrate that the students preferred direct feedback more on grammar, vocabulary, register, and clear expressions than on spelling, punctuation, and mechanics. They also preferred direct feedback more at the course beginning than at the end. More importantly, the students preferred coursework-based conferencing (Eckstein, 2013), particularly simultaneous oral-written feedback (SOWF), a conferencing format that allows students and teachers to negotiate and dialogue while teachers mark assignments. This paper details the reasons for student preferences and discusses the advantages and feasibility of a simultaneous oral-written feedback approach (SOWFA).
Recommended Citation
Hu, Jim
(2019)
"Simultaneous Oral-Written Feedback Approach (SOWFA): Students’ Preference on Writing Response,"
Journal of Response to Writing: Vol. 5:
Iss.
2, Article 2.
Available at:
https://scholarsarchive.byu.edu/journalrw/vol5/iss2/2