Languaging and written corrective feedback in L2 writing
The aim of this article is to introduce the application of languaging as the mediational tool to enhance the written corrective feedback’s effectiveness in L2 writing. Written Corrective Feedback (WCF) shows L2 learners their grammatical and ungrammatical errors in writing. It is a form of feedback...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English English |
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Global Academic Excellence
2022
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| Subjects: | |
| Online Access: | https://eprints.ums.edu.my/id/eprint/34728/3/ABSTRACT.pdf https://eprints.ums.edu.my/id/eprint/34728/2/FULLTEXT.pdf |
| _version_ | 1825715106378416128 |
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| author | Sabariah Abd Rahim Irma Wani Othman Anna Lynn Abu Bakar Bernadette Tobi |
| author_facet | Sabariah Abd Rahim Irma Wani Othman Anna Lynn Abu Bakar Bernadette Tobi |
| author_sort | Sabariah Abd Rahim |
| collection | UMS |
| description | The aim of this article is to introduce the application of languaging as the mediational tool to enhance the written corrective feedback’s effectiveness in L2 writing. Written Corrective Feedback (WCF) shows L2 learners their grammatical and ungrammatical errors in writing. It is a form of feedback that is commonly applied pedagogically in writing class. With WCF, L2 learners can improve their ability to write without errors. Nevertheless, providing WCF alone without engaging L2 learners will make the L2 learners become passive learners. They merely copy their teachers’ WCF where they can neither identify nor correct their errors. Therefore, it is recommended that L2 learners are given the opportunity to engage (to notice and understand) with the WCF. Languaging creates the opportunity for L2 learners to engage with the teachers’ WCF. Languaging is a process where L2 learners make meaning, shape knowledge and experience through language. L2 learners use language (languaging) to solve difficult task like L2 writing. When L2 learners languaging the teachers’ WCF, they should be able to improve their writing skills. This paper has pedagogical implications in L2 writing. |
| first_indexed | 2024-03-06T03:21:46Z |
| format | Article |
| id | ums.eprints-34728 |
| institution | Universiti Malaysia Sabah |
| language | English English |
| last_indexed | 2024-03-06T03:21:46Z |
| publishDate | 2022 |
| publisher | Global Academic Excellence |
| record_format | dspace |
| spelling | ums.eprints-347282022-11-08T04:02:21Z https://eprints.ums.edu.my/id/eprint/34728/ Languaging and written corrective feedback in L2 writing Sabariah Abd Rahim Irma Wani Othman Anna Lynn Abu Bakar Bernadette Tobi LB1025-1050.75 Teaching (Principles and practice) P1-85 General The aim of this article is to introduce the application of languaging as the mediational tool to enhance the written corrective feedback’s effectiveness in L2 writing. Written Corrective Feedback (WCF) shows L2 learners their grammatical and ungrammatical errors in writing. It is a form of feedback that is commonly applied pedagogically in writing class. With WCF, L2 learners can improve their ability to write without errors. Nevertheless, providing WCF alone without engaging L2 learners will make the L2 learners become passive learners. They merely copy their teachers’ WCF where they can neither identify nor correct their errors. Therefore, it is recommended that L2 learners are given the opportunity to engage (to notice and understand) with the WCF. Languaging creates the opportunity for L2 learners to engage with the teachers’ WCF. Languaging is a process where L2 learners make meaning, shape knowledge and experience through language. L2 learners use language (languaging) to solve difficult task like L2 writing. When L2 learners languaging the teachers’ WCF, they should be able to improve their writing skills. This paper has pedagogical implications in L2 writing. Global Academic Excellence 2022-09 Article PeerReviewed text en https://eprints.ums.edu.my/id/eprint/34728/3/ABSTRACT.pdf text en https://eprints.ums.edu.my/id/eprint/34728/2/FULLTEXT.pdf Sabariah Abd Rahim and Irma Wani Othman and Anna Lynn Abu Bakar and Bernadette Tobi (2022) Languaging and written corrective feedback in L2 writing. International Journal of Education, Psychology and Counselling (IJEPC), 7. pp. 701-713. ISSN 0128-164X https://www.researchgate.net/publication/364646301_Languaging_and_Written_Corrective_Feedback_in_L2_Writing https://doi.org/10.35631/IJEPC.747052 https://doi.org/10.35631/IJEPC.747052 |
| spellingShingle | LB1025-1050.75 Teaching (Principles and practice) P1-85 General Sabariah Abd Rahim Irma Wani Othman Anna Lynn Abu Bakar Bernadette Tobi Languaging and written corrective feedback in L2 writing |
| title | Languaging and written corrective feedback in L2 writing |
| title_full | Languaging and written corrective feedback in L2 writing |
| title_fullStr | Languaging and written corrective feedback in L2 writing |
| title_full_unstemmed | Languaging and written corrective feedback in L2 writing |
| title_short | Languaging and written corrective feedback in L2 writing |
| title_sort | languaging and written corrective feedback in l2 writing |
| topic | LB1025-1050.75 Teaching (Principles and practice) P1-85 General |
| url | https://eprints.ums.edu.my/id/eprint/34728/3/ABSTRACT.pdf https://eprints.ums.edu.my/id/eprint/34728/2/FULLTEXT.pdf |
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