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ERIC Number: EJ930155
Record Type: Journal
Publication Date: 2010
Pages: 9
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1812-9129
Promoting Noticing through Collaborative Feedback Tasks in EFL College Writing Classrooms
Barnawi, Osman Z.
International Journal of Teaching and Learning in Higher Education, v22 n2 p209-217 2010
Though the concept of noticing has been extensively addressed in the SLA literature, few studies suggest promoting noticing through collaborative feedback tasks (CFTs) in an EFL college writing classroom. To fill this gap, this paper attempts to provide a framework for promoting noticing through CFTs using three sequenced and interrelated CFTs: (I) "pre-noticing stage" that aims at instructing the students on how the feedback task functions and what its purposes are, (II) "while-noticing stage" that is based on two interrelated feedback tasks, namely "contrastive-critical framing" and "transformed practice," and (III) "post-noticing stage" that is aimed at helping students reflect on what they have learned during the entire feedback process. To begin with, the article provides definitions of noticing. It then discusses how noticing and feedback are closely related to facilitate second or foreign language writing learning. In what follows, it discusses how noticing and CFTs complement one another in order to facilitate critical and focused noticing to help students enhance their writing accuracy and fluency. Lastly, the article examines some challenges in promoting noticing through CFTs in an EFL writing classroom. (Contains 2 tables.)
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A