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ERIC Number: ED463672
Record Type: Non-Journal
Publication Date: 2001
Pages: 21
Abstractor: N/A
Reference Count: N/A
Feedback on Writing: Attitudes and Uptake.
Anderson, Kenneth; Benson, Cathy; Lynch, Tony
Edinburgh Working Papers in Applied Linguistics, n11 p1-20 2001
This study examined English-as-a-Foreign-Language (EFL) college students' attitudes toward and use of feedback on their written work in an Academic English (AE) course, highlighting two students who used very different strategies regarding feedback in one-to-one teacher-student tutorials. Participants were students enrolled in the AE course within a full-time EFL program. The syllabus was based on individual and group projects. Students had to identify and research a topic, draft, revise, and receive tutor feedback. The study examined students' attitudes toward various types of feedback, whether they changed over time, what points were topicalized in written feedback and one-to-one tutorials, who topicalized them, whether and how feedback changed student writing, and the relation between interaction patterns in the tutorials and change in writing. Data from surveys, student essays, the teacher-student tutorials, and text assessments indicated that the feedback-revision cycle was highly productive, and students' writing improved. One-to-one feedback discussions, especially on student-initiated points, were very successful. There were notable differences between the tutorials with the two case study students. Appended are the AE projects schedule for term 3, 2000, and the survey of AE students' preferences for error correction. (Contains 17 references.) (SM)
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)