Are we Dialogical or Sociomaterial in Our Written Corrective Feedback? A Reflection by Two Academic Writing Instructors
Despite the growing movement to embrace sociomaterial approaches to feedback practices (e.g. Gravett, 2020), dialogicity remains the prominent and dominant approach, especially in the teaching of introductory or compulsory writing courses at the tertiary level. To examine this in our own practice, w...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Georgia Southern University
2022-05-01
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| Series: | International Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol16/iss2/2 |
| _version_ | 1828781179571011584 |
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| author | Daron Loo Rowland Anthony Imperial |
| author_facet | Daron Loo Rowland Anthony Imperial |
| author_sort | Daron Loo |
| collection | DOAJ |
| description | Despite the growing movement to embrace sociomaterial approaches to feedback practices (e.g. Gravett, 2020), dialogicity remains the prominent and dominant approach, especially in the teaching of introductory or compulsory writing courses at the tertiary level. To examine this in our own practice, we reflected on and compared our written corrective feedback (WCF) provided to our students. Based on our WCF practices, we contend that feedback practices may range from dialogic to sociomaterial. The former aims to ensure students’ learning of expected academic skills or objectives of a module, while the latter promotes students’ pursuit of content knowledge. These observations are noteworthy for other higher education instructors, whether subject experts or academic literacy instructors. In particular, we recommend that instructors need to carefully identify temporal and spatial contexts where either or both dialogic and sociomaterial feedback practices can be utilized to enhance students’ learning experiences. |
| first_indexed | 2024-12-11T17:29:29Z |
| format | Article |
| id | doaj.art-f13ae34c7cb0447d992850c0ec07f3ac |
| institution | Directory Open Access Journal |
| issn | 1931-4744 |
| language | English |
| last_indexed | 2024-12-11T17:29:29Z |
| publishDate | 2022-05-01 |
| publisher | Georgia Southern University |
| record_format | Article |
| series | International Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-f13ae34c7cb0447d992850c0ec07f3ac2022-12-22T00:56:53ZengGeorgia Southern UniversityInternational Journal for the Scholarship of Teaching and Learning1931-47442022-05-0116210.20429/ijsotl.2022.160202Are we Dialogical or Sociomaterial in Our Written Corrective Feedback? A Reflection by Two Academic Writing InstructorsDaron LooRowland Anthony ImperialDespite the growing movement to embrace sociomaterial approaches to feedback practices (e.g. Gravett, 2020), dialogicity remains the prominent and dominant approach, especially in the teaching of introductory or compulsory writing courses at the tertiary level. To examine this in our own practice, we reflected on and compared our written corrective feedback (WCF) provided to our students. Based on our WCF practices, we contend that feedback practices may range from dialogic to sociomaterial. The former aims to ensure students’ learning of expected academic skills or objectives of a module, while the latter promotes students’ pursuit of content knowledge. These observations are noteworthy for other higher education instructors, whether subject experts or academic literacy instructors. In particular, we recommend that instructors need to carefully identify temporal and spatial contexts where either or both dialogic and sociomaterial feedback practices can be utilized to enhance students’ learning experiences.https://digitalcommons.georgiasouthern.edu/ij-sotl/vol16/iss2/2written corrective feedbackdialogic feedbacksociomaterial approachacademic writingteacher reflection |
| spellingShingle | Daron Loo Rowland Anthony Imperial Are we Dialogical or Sociomaterial in Our Written Corrective Feedback? A Reflection by Two Academic Writing Instructors International Journal for the Scholarship of Teaching and Learning written corrective feedback dialogic feedback sociomaterial approach academic writing teacher reflection |
| title | Are we Dialogical or Sociomaterial in Our Written Corrective Feedback? A Reflection by Two Academic Writing Instructors |
| title_full | Are we Dialogical or Sociomaterial in Our Written Corrective Feedback? A Reflection by Two Academic Writing Instructors |
| title_fullStr | Are we Dialogical or Sociomaterial in Our Written Corrective Feedback? A Reflection by Two Academic Writing Instructors |
| title_full_unstemmed | Are we Dialogical or Sociomaterial in Our Written Corrective Feedback? A Reflection by Two Academic Writing Instructors |
| title_short | Are we Dialogical or Sociomaterial in Our Written Corrective Feedback? A Reflection by Two Academic Writing Instructors |
| title_sort | are we dialogical or sociomaterial in our written corrective feedback a reflection by two academic writing instructors |
| topic | written corrective feedback dialogic feedback sociomaterial approach academic writing teacher reflection |
| url | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol16/iss2/2 |
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