written corrective feedback, duoethnography, pre-service teachers, beliefs, practices
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.
Kartchava, Eva; Bu, Yushi; Heidt, Julian; Mohamed, Abdizalon; and Seal, Judy
"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:
2, Article 4.
Available at: https://scholarsarchive.byu.edu/journalrw/vol7/iss2/4