‘WHAT DO I NEED FEEDBACK FOR?’
The most recent didactic and pedagogical proposals consider that it is essential to provide some kind of feedback to students’ written works (Hyland 2003; Sheen 2010), not only for learners to develop their writing skills but also to improve their own proficiency in the language-culture. In this sen...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Centro de Estudos Humanísticos da Universidade do Minho
2019-07-01
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| Series: | Diacrítica |
| Subjects: | |
| Online Access: | http://diacritica.ilch.uminho.pt/index.php/dia/article/view/444 |
| _version_ | 1797330466892677120 |
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| author | Liliana Gonçalves Carlos Filipe Guimarães Figueiredo Júlio Reis Jatobá |
| author_facet | Liliana Gonçalves Carlos Filipe Guimarães Figueiredo Júlio Reis Jatobá |
| author_sort | Liliana Gonçalves |
| collection | DOAJ |
| description | The most recent didactic and pedagogical proposals consider that it is essential to provide some kind of feedback to students’ written works (Hyland 2003; Sheen 2010), not only for learners to develop their writing skills but also to improve their own proficiency in the language-culture. In this sense, the present article will first present different types of feedback that can be given to students, namely written feedback from the teacher, face-to-face teacher-student encounter and feedback from classmates (Hyland 2003; Liu & Hansen 2002). Secondly, we will analyze written works carried out by our B1 level students, focusing our attention on the teacher’s written feedback in order to understand if there is any impact on the learners’ texts improvement. We also intend to understand which feedback will be the most effective one to achieve the so said improvement. Among the conclusions we were able to reach, there is a clear improvement in the learners’ texts after the rewriting phase has been completed. We also concluded that, for intermediate levels, multiple or mixed written feedback is the most effective one in the correction/rewriting process. |
| first_indexed | 2024-03-08T07:20:15Z |
| format | Article |
| id | doaj.art-512519d726834bc6a1221dc206da3470 |
| institution | Directory Open Access Journal |
| issn | 0870-8967 2183-9174 |
| language | English |
| last_indexed | 2024-03-08T07:20:15Z |
| publishDate | 2019-07-01 |
| publisher | Centro de Estudos Humanísticos da Universidade do Minho |
| record_format | Article |
| series | Diacrítica |
| spelling | doaj.art-512519d726834bc6a1221dc206da34702024-02-02T23:52:00ZengCentro de Estudos Humanísticos da Universidade do MinhoDiacrítica0870-89672183-91742019-07-0132210.21814/diacritica.444‘WHAT DO I NEED FEEDBACK FOR?’Liliana Gonçalves0Carlos Filipe Guimarães Figueiredo1Júlio Reis Jatobá2Universidade de Macau, República Popular da China.Universidade de Macau, República Popular da China.Universidade de Macau, República Popular da China.The most recent didactic and pedagogical proposals consider that it is essential to provide some kind of feedback to students’ written works (Hyland 2003; Sheen 2010), not only for learners to develop their writing skills but also to improve their own proficiency in the language-culture. In this sense, the present article will first present different types of feedback that can be given to students, namely written feedback from the teacher, face-to-face teacher-student encounter and feedback from classmates (Hyland 2003; Liu & Hansen 2002). Secondly, we will analyze written works carried out by our B1 level students, focusing our attention on the teacher’s written feedback in order to understand if there is any impact on the learners’ texts improvement. We also intend to understand which feedback will be the most effective one to achieve the so said improvement. Among the conclusions we were able to reach, there is a clear improvement in the learners’ texts after the rewriting phase has been completed. We also concluded that, for intermediate levels, multiple or mixed written feedback is the most effective one in the correction/rewriting process.http://diacritica.ilch.uminho.pt/index.php/dia/article/view/444Writing tasksFeedbackDevelopment of Portuguese language-cultureChinese learners |
| spellingShingle | Liliana Gonçalves Carlos Filipe Guimarães Figueiredo Júlio Reis Jatobá ‘WHAT DO I NEED FEEDBACK FOR?’ Diacrítica Writing tasks Feedback Development of Portuguese language-culture Chinese learners |
| title | ‘WHAT DO I NEED FEEDBACK FOR?’ |
| title_full | ‘WHAT DO I NEED FEEDBACK FOR?’ |
| title_fullStr | ‘WHAT DO I NEED FEEDBACK FOR?’ |
| title_full_unstemmed | ‘WHAT DO I NEED FEEDBACK FOR?’ |
| title_short | ‘WHAT DO I NEED FEEDBACK FOR?’ |
| title_sort | what do i need feedback for |
| topic | Writing tasks Feedback Development of Portuguese language-culture Chinese learners |
| url | http://diacritica.ilch.uminho.pt/index.php/dia/article/view/444 |
| work_keys_str_mv | AT lilianagoncalves whatdoineedfeedbackfor AT carlosfilipeguimaraesfigueiredo whatdoineedfeedbackfor AT julioreisjatoba whatdoineedfeedbackfor |