Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education
Background. There is a prevailing belief that unfocused written corrective feedback may not be suitable to promote students’ academic writing development. Purpose. This perspective piece demonstrates how unfocused written corrective feedback reflects the principles of sociomateriality, which views l...
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| Format: | Article |
| Language: | English English |
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National Research University Higher School of Economics
2022
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| Online Access: | https://eprints.ums.edu.my/id/eprint/35648/1/Abstract.pdf https://eprints.ums.edu.my/id/eprint/35648/2/Fulltext.pdf |
| _version_ | 1796911776653115392 |
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| author | Daron Benjamin Loo |
| author_facet | Daron Benjamin Loo |
| author_sort | Daron Benjamin Loo |
| collection | UMS |
| description | Background. There is a prevailing belief that unfocused written corrective feedback may not be suitable to promote students’ academic writing development. Purpose. This perspective piece demonstrates how unfocused written corrective feedback reflects the principles of sociomateriality, which views learning as dynamic. Perspectives. Unfocused written corrective feedback has the potential to support university students’ academic discourse socialization. This perspective is based on the observation that actual written corrective feedback in a classroom setting is varied and contextual, and not focused on any particular grammar form or writing feature. Conclusion. Unfocused written corrective feedback represents an optimal approach to support university students’ awareness and engagement with variables found in their learning ecology. These variables can support students’ academic writing development. |
| first_indexed | 2024-03-06T03:23:46Z |
| format | Article |
| id | ums.eprints-35648 |
| institution | Universiti Malaysia Sabah |
| language | English English |
| last_indexed | 2024-03-06T03:23:46Z |
| publishDate | 2022 |
| publisher | National Research University Higher School of Economics |
| record_format | dspace |
| spelling | ums.eprints-356482023-06-21T01:24:41Z https://eprints.ums.edu.my/id/eprint/35648/ Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education Daron Benjamin Loo LB2300-2430 Higher education Background. There is a prevailing belief that unfocused written corrective feedback may not be suitable to promote students’ academic writing development. Purpose. This perspective piece demonstrates how unfocused written corrective feedback reflects the principles of sociomateriality, which views learning as dynamic. Perspectives. Unfocused written corrective feedback has the potential to support university students’ academic discourse socialization. This perspective is based on the observation that actual written corrective feedback in a classroom setting is varied and contextual, and not focused on any particular grammar form or writing feature. Conclusion. Unfocused written corrective feedback represents an optimal approach to support university students’ awareness and engagement with variables found in their learning ecology. These variables can support students’ academic writing development. National Research University Higher School of Economics 2022 Article NonPeerReviewed text en https://eprints.ums.edu.my/id/eprint/35648/1/Abstract.pdf text en https://eprints.ums.edu.my/id/eprint/35648/2/Fulltext.pdf Daron Benjamin Loo (2022) Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education. Journal of Language and Education (JLE), 8 (4). pp. 194-199. ISSN 2411-7390 https://doi.org/10.17323/jle.2022.12996 |
| spellingShingle | LB2300-2430 Higher education Daron Benjamin Loo Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education |
| title | Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education |
| title_full | Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education |
| title_fullStr | Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education |
| title_full_unstemmed | Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education |
| title_short | Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education |
| title_sort | unfocused written corrective feedback for academic discourse the sociomaterial potential for writing development and socialization in higher education |
| topic | LB2300-2430 Higher education |
| url | https://eprints.ums.edu.my/id/eprint/35648/1/Abstract.pdf https://eprints.ums.edu.my/id/eprint/35648/2/Fulltext.pdf |
| work_keys_str_mv | AT daronbenjaminloo unfocusedwrittencorrectivefeedbackforacademicdiscoursethesociomaterialpotentialforwritingdevelopmentandsocializationinhighereducation |