Feeding Written Corrective Feedback Forward: English Language Learners' Writing Improvement in a Portfolio-Keeping Atmosphere
Keeping portfolio opens a window on the way teachers try to assess students' writing improvement and learning capacity. Implementing this curricular innovation, the present study was an attempt to grow tutor-student dynamic involvement in giving/receiving written corrective feedback (WCF). To t...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Teaching English Language and Literature Society of Iran (TELLSI)
2020-01-01
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| Series: | Teaching English Language |
| Subjects: | |
| Online Access: | http://www.teljournal.org/article_100594_08cb5a5acfc767212bfe94df22d94f26.pdf |
| _version_ | 1828401446930874368 |
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| author | Mojgan Hamidnia Saeed Ketabi Zahra Amirian |
| author_facet | Mojgan Hamidnia Saeed Ketabi Zahra Amirian |
| author_sort | Mojgan Hamidnia |
| collection | DOAJ |
| description | Keeping portfolio opens a window on the way teachers try to assess students' writing improvement and learning capacity. Implementing this curricular innovation, the present study was an attempt to grow tutor-student dynamic involvement in giving/receiving written corrective feedback (WCF). To this end, two intact classes of EFL university students participated, each experiencing a distinct portfolio-keeping model (working vs. showcase) while receiving WCF from triadic sources (self, peer, & tutor) and varying tutor feedback types (indirect-unfocused vs. direct-focused). Students' performance on "TOEFL Test of Written English"andtheir grades in the previous writing course, namely "Advanced Grammar and Sentence Writing"were averaged out for both groups (Working Portfolio Group/WPG and Showcase Portfolio Group/ SPG) to assign them as low-, medium- and high-proficiency L2 writers. Written products kept in their portfolios were examined to see how differently the participants benefited from WCF sources/types. The findings revealed that WPG participants were more responsive to the working portfolio model than those in SPG who received delayed tutor evaluation in showcase portfolio approach. The article concludes with some pedagogical implications on how to use feedback to improve the quality of revised written texts and to support learning through writing. |
| first_indexed | 2024-12-10T09:47:18Z |
| format | Article |
| id | doaj.art-3dfece127c924b3394521d23e0bfae8b |
| institution | Directory Open Access Journal |
| issn | 2538-5488 2538-547X |
| language | English |
| last_indexed | 2024-12-10T09:47:18Z |
| publishDate | 2020-01-01 |
| publisher | Teaching English Language and Literature Society of Iran (TELLSI) |
| record_format | Article |
| series | Teaching English Language |
| spelling | doaj.art-3dfece127c924b3394521d23e0bfae8b2022-12-22T01:53:47ZengTeaching English Language and Literature Society of Iran (TELLSI)Teaching English Language2538-54882538-547X2020-01-01141317010.22132/tel.2020.100594100594Feeding Written Corrective Feedback Forward: English Language Learners' Writing Improvement in a Portfolio-Keeping AtmosphereMojgan Hamidnia0Saeed Ketabi1Zahra Amirian2University of IsfahanUniversity of IsfahanUniversity of IsfahanKeeping portfolio opens a window on the way teachers try to assess students' writing improvement and learning capacity. Implementing this curricular innovation, the present study was an attempt to grow tutor-student dynamic involvement in giving/receiving written corrective feedback (WCF). To this end, two intact classes of EFL university students participated, each experiencing a distinct portfolio-keeping model (working vs. showcase) while receiving WCF from triadic sources (self, peer, & tutor) and varying tutor feedback types (indirect-unfocused vs. direct-focused). Students' performance on "TOEFL Test of Written English"andtheir grades in the previous writing course, namely "Advanced Grammar and Sentence Writing"were averaged out for both groups (Working Portfolio Group/WPG and Showcase Portfolio Group/ SPG) to assign them as low-, medium- and high-proficiency L2 writers. Written products kept in their portfolios were examined to see how differently the participants benefited from WCF sources/types. The findings revealed that WPG participants were more responsive to the working portfolio model than those in SPG who received delayed tutor evaluation in showcase portfolio approach. The article concludes with some pedagogical implications on how to use feedback to improve the quality of revised written texts and to support learning through writing.http://www.teljournal.org/article_100594_08cb5a5acfc767212bfe94df22d94f26.pdfportfolio-keeping modelswritten corrective feedback (wcf)written feedback sources/typesl2 learners' proficiency levelwriting improvement |
| spellingShingle | Mojgan Hamidnia Saeed Ketabi Zahra Amirian Feeding Written Corrective Feedback Forward: English Language Learners' Writing Improvement in a Portfolio-Keeping Atmosphere Teaching English Language portfolio-keeping models written corrective feedback (wcf) written feedback sources/types l2 learners' proficiency level writing improvement |
| title | Feeding Written Corrective Feedback Forward: English Language Learners' Writing Improvement in a Portfolio-Keeping Atmosphere |
| title_full | Feeding Written Corrective Feedback Forward: English Language Learners' Writing Improvement in a Portfolio-Keeping Atmosphere |
| title_fullStr | Feeding Written Corrective Feedback Forward: English Language Learners' Writing Improvement in a Portfolio-Keeping Atmosphere |
| title_full_unstemmed | Feeding Written Corrective Feedback Forward: English Language Learners' Writing Improvement in a Portfolio-Keeping Atmosphere |
| title_short | Feeding Written Corrective Feedback Forward: English Language Learners' Writing Improvement in a Portfolio-Keeping Atmosphere |
| title_sort | feeding written corrective feedback forward english language learners writing improvement in a portfolio keeping atmosphere |
| topic | portfolio-keeping models written corrective feedback (wcf) written feedback sources/types l2 learners' proficiency level writing improvement |
| url | http://www.teljournal.org/article_100594_08cb5a5acfc767212bfe94df22d94f26.pdf |
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