L2 writers' response to and use of teacher feedback: an activity theory perspective
Despite the oft-cited preference for teacher feedback over peer feedback among L2 writers, it has not been established if this preference leads to its greater effectiveness in revising. This paper reports data from a multiple case study that investigated twelve L2 writers engaged in academic writing...
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| Other Authors: | |
| Format: | Journal Article |
| Language: | English |
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2022
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| Online Access: | https://hdl.handle.net/10356/163010 |
| _version_ | 1824456267379245056 |
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| author | Lam, Sandra Tsui Eu |
| author2 | School of Humanities |
| author_facet | School of Humanities Lam, Sandra Tsui Eu |
| author_sort | Lam, Sandra Tsui Eu |
| collection | NTU |
| description | Despite the oft-cited preference for teacher feedback over peer feedback among L2 writers, it has not been established if this preference leads to its greater effectiveness in revising. This paper reports data from a multiple case study that investigated twelve L2 writers engaged in academic writing in their preference and use of feedback in revising. The participants had access to both peer and teacher feedback to their writing in a web-based feedback platform-SWoRD. Sources of data included stimulated recall interviews, questionnaires, focused diary entries, drafts of writing and records of feedback on writing. The theoretical lens of “contradictions” (Activity Theory) surfaced two contradictions in the activity system: that between the L2 writer (‘Subject’), teacher feedback (‘Tool’) and preference for teacher feedback (‘Rules’) and that between “Writer as Author” (‘Division of Labour’) and preference for teacher feedback (‘Rules’). The first uncovered students’ dissatisfaction with teacher feedback arising from perceived time constraint on the teacher’s part in giving feedback which could possibly explain the less-than-expected impact of teacher feedback on revisions. The second delineates three reasons why learners might reject teacher feedback: sense of text ownership, lack of understanding of and lack of proficiency to deal with teacher feedback. |
| first_indexed | 2025-02-19T03:51:23Z |
| format | Journal Article |
| id | ntu-10356/163010 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2025-02-19T03:51:23Z |
| publishDate | 2022 |
| record_format | dspace |
| spelling | ntu-10356/1630102023-03-11T20:07:02Z L2 writers' response to and use of teacher feedback: an activity theory perspective Lam, Sandra Tsui Eu School of Humanities Humanities::Language Preference of Feedback Teacher Feedback Despite the oft-cited preference for teacher feedback over peer feedback among L2 writers, it has not been established if this preference leads to its greater effectiveness in revising. This paper reports data from a multiple case study that investigated twelve L2 writers engaged in academic writing in their preference and use of feedback in revising. The participants had access to both peer and teacher feedback to their writing in a web-based feedback platform-SWoRD. Sources of data included stimulated recall interviews, questionnaires, focused diary entries, drafts of writing and records of feedback on writing. The theoretical lens of “contradictions” (Activity Theory) surfaced two contradictions in the activity system: that between the L2 writer (‘Subject’), teacher feedback (‘Tool’) and preference for teacher feedback (‘Rules’) and that between “Writer as Author” (‘Division of Labour’) and preference for teacher feedback (‘Rules’). The first uncovered students’ dissatisfaction with teacher feedback arising from perceived time constraint on the teacher’s part in giving feedback which could possibly explain the less-than-expected impact of teacher feedback on revisions. The second delineates three reasons why learners might reject teacher feedback: sense of text ownership, lack of understanding of and lack of proficiency to deal with teacher feedback. Published version 2022-11-15T07:17:50Z 2022-11-15T07:17:50Z 2022 Journal Article Lam, S. T. E. (2022). L2 writers' response to and use of teacher feedback: an activity theory perspective. Journal of Asia TEFL, 19(1), 66-92. https://dx.doi.org/10.18823/asiatefl.2022.19.1.5.66 2466-1511 https://hdl.handle.net/10356/163010 10.18823/asiatefl.2022.19.1.5.66 2-s2.0-85129151871 1 19 66 92 en Journal of Asia TEFL © 2022 Asia TEFL. All rights reserved. This is an open-access article distributed under the terms of the Creative Commons Attribution License. application/pdf |
| spellingShingle | Humanities::Language Preference of Feedback Teacher Feedback Lam, Sandra Tsui Eu L2 writers' response to and use of teacher feedback: an activity theory perspective |
| title | L2 writers' response to and use of teacher feedback: an activity theory perspective |
| title_full | L2 writers' response to and use of teacher feedback: an activity theory perspective |
| title_fullStr | L2 writers' response to and use of teacher feedback: an activity theory perspective |
| title_full_unstemmed | L2 writers' response to and use of teacher feedback: an activity theory perspective |
| title_short | L2 writers' response to and use of teacher feedback: an activity theory perspective |
| title_sort | l2 writers response to and use of teacher feedback an activity theory perspective |
| topic | Humanities::Language Preference of Feedback Teacher Feedback |
| url | https://hdl.handle.net/10356/163010 |
| work_keys_str_mv | AT lamsandratsuieu l2writersresponsetoanduseofteacherfeedbackanactivitytheoryperspective |