Feedback in Second Language Writing: Contexts and Issues

Ken Hyland; Fiona Hyland

doi:10.1017/CBO9781139524742

How to provide appropriate feedback to students on their writing has long been an area of central significance to teachers and educators. Feedback in Second Language Writing: Context and Issues provides scholarly articles on the topic by leading researchers, who explore topics such as the socio-cultural assumptions that participants bring to the writing class; feedback delivery and negotiation systems; and the role of student and teacher identity in negotiating feedback and expectations. This text provides empirical data and an up-to-date analysis of the complex issues involved in offering appropriate feedback during the writing process.

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Contents

Frontmatter
pp i-viii
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Contents
pp ix-x
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Contributors
pp xi-xii
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Series editors' preface
pp xiii-xiv
- By Michael H. Long, Jack C. Richards
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Preface
pp xv-xvi
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Chapter 1 - Contexts and issues in feedback on L2 writing: An introduction
pp 1-20
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I - SITUATING FEEDBACK: SOCIOCULTURAL DIMENSIONS
pp 21-22
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Chapter 2 - Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback
pp 23-41
- By Olga S. Villamil, Inter American University, Puerto Rico, María C. M. de Guerrero, Inter American University, Puerto Rico
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Chapter 3 - Cultural issues in peer response: Revisiting “culture”
pp 42-59
- By Gayle Nelson, Georgia State University, United States, Joan Carson, Georgia State University, United States
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Chapter 4 - Appropriation, ownership, and agency: Negotiating teacher feedback in academic settings
pp 60-78
- By Christine Tardy, DePaul University, United States
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II - SHAPING FEEDBACK: DELIVERY AND FOCUS DIMENSIONS
pp 79-80
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Chapter 5 - Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction
pp 81-104
- By Dana Ferris, California State University, Sacramento, United States
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Chapter 6 - Electronic feedback and second language writing
pp 105-122
- By Paige D. Ware, Southern Methodist University, United States, Mark Warschauer, University of California, Irvine, United States
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Chapter 7 - Resource-rich Web-based feedback: Helping learners become independent writers
pp 123-139
- By John Milton, Hong Kong University of Science and Technology
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Chapter 8 - Feedback in portfolio-based writing courses
pp 140-161
- By Liz Hamp-Lyons, University of Hong Kong and University of Melbourne, Australia
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Chapter 9 - Students and research: Reflective feedback for I-Search papers
pp 162-182
- By Ann M. Johns, San Diego State University, United States
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III - NEGOTIATING FEEDBACK: INTERPERSONAL AND INTERACTIONAL DIMENSIONS
pp 183-184
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Chapter 10 - Feedback and revision in second language writing: Contextual, teacher, and student variables
pp 185-205
- By Lynn Goldstein, The Monterey Institute of International Studies, United States
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Chapter 11 - Interpersonal aspects of response: Constructing and interpreting teacher written feedback
pp 206-224
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Chapter 12 - Formative interaction in electronic written exchanges: Fostering feedback dialogue
pp 225-245
- By Ann Hewings, The Open University, England, Caroline Coffin, The Open University, England
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Chapter 13 - Scaffolded feedback: Tutorial conversations with advanced L2 writers
pp 246-265
- By Robert Weissberg, New Mexico State University, United States
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Chapter 14 - “You cannot ignore”: L2 graduate students' response to discipline-based written feedback
pp 266-286
- By Ilona Leki, University of Tennessee, United States
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Author index
pp 287-288
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Subject index
pp 289-291
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Feedback in Second Language Writing

Contexts and Issues

Book description

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Contents

Frontmatter
pp i-viii

Contents
pp ix-x

Contributors
pp xi-xii

Series editors' preface
pp xiii-xiv

Preface
pp xv-xvi

Chapter 1 - Contexts and issues in feedback on L2 writing: An introduction
pp 1-20

I - SITUATING FEEDBACK: SOCIOCULTURAL DIMENSIONS
pp 21-22

Chapter 2 - Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback
pp 23-41

Chapter 3 - Cultural issues in peer response: Revisiting “culture”
pp 42-59

Chapter 4 - Appropriation, ownership, and agency: Negotiating teacher feedback in academic settings
pp 60-78

II - SHAPING FEEDBACK: DELIVERY AND FOCUS DIMENSIONS
pp 79-80

Chapter 5 - Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction
pp 81-104

Chapter 6 - Electronic feedback and second language writing
pp 105-122

Chapter 7 - Resource-rich Web-based feedback: Helping learners become independent writers
pp 123-139

Chapter 8 - Feedback in portfolio-based writing courses
pp 140-161

Chapter 9 - Students and research: Reflective feedback for I-Search papers
pp 162-182

III - NEGOTIATING FEEDBACK: INTERPERSONAL AND INTERACTIONAL DIMENSIONS
pp 183-184

Chapter 10 - Feedback and revision in second language writing: Contextual, teacher, and student variables
pp 185-205

Chapter 11 - Interpersonal aspects of response: Constructing and interpreting teacher written feedback
pp 206-224

Chapter 12 - Formative interaction in electronic written exchanges: Fostering feedback dialogue
pp 225-245

Chapter 13 - Scaffolded feedback: Tutorial conversations with advanced L2 writers
pp 246-265

Chapter 14 - “You cannot ignore”: L2 graduate students' response to discipline-based written feedback
pp 266-286

Author index
pp 287-288

Subject index
pp 289-291

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Accessibility standard: Unknown

Why this information is here

Accessibility Information

Feedback in Second Language Writing

Contexts and Issues

Book description

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Actions for selected content:

Save Search

Contents

Metrics

Altmetric attention score

Full text views

Book summary page views

Accessibility standard: Unknown

Why this information is here

Accessibility Information