ERIC Number: ED394312
Record Type: RIE
Publication Date: 1995-Apr-1
Reference Count: N/A
ESL Writers' Reactions to Teacher Commentary: A Case Study.
A study at Purdue University (Indiana) investigated three English-as-a-Second-Language students' understanding of and attitudes toward teachers' written feedback on compositions. All were enrolled in an expository prose class for non-native speakers of English, and all were freshmen of varied ages and backgrounds. Data were gathered in videotaped think-aloud protocols in which the students responded to teacher comments on an essay, interviews concerning preferences for written comments, a student take-home questionnaire on types of written feedback, and a teacher interview. The responses of each student are presented and analyzed separately. It was found that all three students were heavily investing in reading and responding to their teacher's commentary, and all were frustrated with the grammar/vocabulary correction system used by the teacher, because the students forgot what certain correction symbols meant, and wished explicit feedback on grammar. (Contains 26 references, and the system for coding students' verbal behaviors during think-aloud protocols is appended.) (MSE)
Descriptors: Case Studies, College Second Language Programs, English (Second Language), Error Correction, Feedback, Higher Education, Interviews, Protocol Analysis, Second Language Instruction, Student Attitudes, Teacher Student Relationship, Writing (Composition), Writing Exercises, Writing Instruction
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Purdue University IN
Note: Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (29th, Long Beach, CA, March 26-April 1, 1995).