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METHODS FOR INTRODUCING PRE-SCHOOLED CHILDREN TO FICTION LITERATURE ...
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Chinese EFL Teachers’ Written Feedback on Expository Argumentation (EA): a Sociocognitive Perspective
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Abstract:
Although teacher written feedback on student writing has become a central topic for second language (L2) writing research, investigations into it have mainly focused on the surface-level errors of student writing. This study, situated in the Chinese EFL context where feedback research is more limited, echoed the general call for more research addressing non-error feedback (e.g., organization and content feedback). It was informed by a sociocognitive view of teacher feedback and SFL (Systemic Functional Linguistics) genre pedagogy and followed Hyland and Hyland’s (2006a) lead to study the feedback-and-interpretation process. Particularly, it investigated • how feedback on expository argumentation (EA feedback) is given and processed, as reflected by the teacher’s/student’s decision-making thought processes, and • the extent to which the feedback-and-interpretation process is helpful for student development. Methodologically, the study adopted a case study approach. This approach was used because it is most suitable for answering the research questions explored in the study, that is, the “how” questions about teachers’/students’ decision-making (Bowles, 2010). As a case study, it focused on three teacher-student pairs/cases (a teacher and three of her students) and lasted one semester. To get the best possible answers to research questions, it quantitatively and qualitatively analysed data obtained from think-alouds, teacher comments on student writing, student notes, and interviews (background interviews, retrospective interviews, ongoing interviews, and final interviews). The study found that the teacher consistently provided EA feedback on supporting evidence, cohesion and coherence, topic statement, topic sentences, conclusion, and overall organization and she usually used the following approaches to deliver EA feedback: problems/strengths identifications, explanations, suggestions, revisions, and a combination thereof. The study also found that the students interpreted (accepted and incorporated) EA feedback in different ways and their interpretation of EA feedback was marked by changes. Furthermore, the study found that the teacher’s/students’ decisions to provide/process EA feedback were formed through the workings of the their “mindbodyworld” (Atkinson, 2014). Generally speaking, the study found that the teacher-student interaction during the feedback process did not always go very well, but it was still helpful for the students’ development as writers and feedback receivers. The study was significant in that it advanced the understanding of teacher feedback by providing a sociocognitive explanation about 1) how the teacher offers feedback, 2) how the student attends to teacher feedback, 3) how the teacher, the student, the feedback itself (as the text-level context), and the context interact with each other during the feedback process, and 4) how student learning and development occur during the feedback process. An advanced understanding of teacher feedback had pertinence not only for the Chinese EFL context, but also for other L2 contexts.
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Keyword:
Chinese EFL context; Sociognitive theory of learning and development; Teacher feedback on expository argumentation; The feedback-and-interpretation process
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URL: http://hdl.handle.net/10292/12062
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| 23 |
Perbedaan Individu dan Perkembangan Kognitif Anak Serta Implikasinya Terhadap Pembelajaran
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In: Journal Polingua: Scientific Journal of Linguistics, Literature and Education, Vol 3, Iss 2, Pp 106-115 (2018) (2018)
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| 24 |
Zugänge zu sprachlichem und naturwissenschaftlichem Handeln von Vorschulkindern in didaktischer Perspektive - Theoretische Überlegungen und Erprobung von Forschungsinstrumenten ...
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| 25 |
Zugänge zu sprachlichem und naturwissenschaftlichem Handeln von Vorschulkindern in didaktischer Perspektive - Theoretische Überlegungen und Erprobung von Forschungsinstrumenten
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In: Didaktik Deutsch : Halbjahresschrift für die Didaktik der deutschen Sprache und Literatur 22 (2017) 43, S. 57-77 (2017)
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| 26 |
The dark side of electoralism: opinion polls and voting in the 2016 Philippine presidential election
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In: Journal of Current Southeast Asian Affairs ; 35 ; 3 ; 15-38 ; The early Duterte presidency in the Philippines (2017)
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| 27 |
Ergänzende Fragen zur Soziologie der Steinzeit und zum Göbekli Tepe
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In: 31 (2017)
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| 28 |
Governance of Transformations towards Sustainable Water, Food and Energy Supply Systems - Facilitating Sustainability Innovations through Multi-Level Learning Processes
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| 29 |
Incorporation of physics-based machining models in real-time decision making via metamodels
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| 30 |
Cognition and Rhetoric in English Language Learners' Writing: A Developmental Study
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| 31 |
Writting practice for developp mind and language ; Ecrire sa pratique, développer sa pensée et son langage : le cas d'adultes en VAE : enjeux, modalités et pratiques d'accompagnement
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In: https://tel.archives-ouvertes.fr/tel-01533415 ; Linguistique. Université de Bourgogne, 2016. Français. ⟨NNT : 2016DIJOL014⟩ (2016)
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| 32 |
Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice
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In: Australian Journal of Teacher Education (2016)
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| 33 |
A Core National Security Interest: Framing Atrocities Prevention
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In: Politics and Governance ; 3 ; 4 ; 26-43 ; Mass Atrocity Prevention (Part II) (2016)
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| 34 |
Höhlenmalerei - Göbekli Tepe und die Epigenese: ein Arbeitspapier - Epigenese, Neuronen, Evolution
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In: 4 (2016)
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| 35 |
Quantitative analysis of mass communication of international organizations
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| 36 |
The Influence of Transcultural Humility Simulation Development Activities on the Cultural Competence of Baccalaureate Nursing Students
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In: Theses and Dissertations (2016)
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A Snapshot on the Quality of Seven Home Visit Parenting Programs in Latin America and the Caribbean
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| 38 |
МЕЖДУНАРОДНАЯ МОЛОДЕЖНАЯ ИНТЕГРАЦИЯ НА ЕВРАЗИЙСКОМ ПРОСТРАНСТВЕ
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ЕСИПОВ ИВАН ИГОРЕВИЧ. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Российская академия народного хозяйства и государственной службы при Президенте Российской Федерации», 2015
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Психолингвистические основы формирования связной речи у детей
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Defining and Using Collaboration Patterns for Software Process Development
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In: MODELSWARD 2015 Proceedings of the 3rd International Conference on Model-Driven Engineering and Software Development ; International Workshop on Cooperative Model Driven Development (CMDD 2015) within the 3rd International Conference on Model-Driven Engineering and Software Development (MODELSWARD 2015) ; https://hal.archives-ouvertes.fr/hal-01387807 ; International Workshop on Cooperative Model Driven Development (CMDD 2015) within the 3rd International Conference on Model-Driven Engineering and Software Development (MODELSWARD 2015), Feb 2015, Angers, France. pp.557-564, ⟨10.5220/0005338705570564⟩ (2015)
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