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L2 Writers’ Response to and Use of Teacher Feedback : An Activity Theory Perspective

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  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.19 No.1 (2022.03)바로가기
  • 페이지
    pp.66-92
  • 저자
    Lam Tsui Eu Sandra
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A410528

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원문정보

초록

영어
Despite the oft-cited preference for teacher feedback over peer feedback among L2 writers, it has not been established if this preference leads to its greater effectiveness in revising. This paper reports data from a multiple case study that investigated twelve L2 writers engaged in academic writing in their preference and use of feedback in revising. The participants had access to both peer and teacher feedback to their writing in a web-based feedback platform - SWoRD. Sources of data included stimulated recall interviews, questionnaires, focused diary entries, drafts of writing and records of feedback on writing. The theoretical lens of “contradictions” (Activity Theory) surfaced two contradictions in the activity system: that between the L2 writer (‘Subject’), teacher feedback (‘Tool’) and preference for teacher feedback (‘Rules’) and that between “Writer as Author” (‘Division of Labour’) and preference for teacher feedback (‘Rules’). The first uncovered students’ dissatisfaction with teacher feedback arising from perceived time constraint on the teacher’s part in giving feedback which could possibly explain the less-than-expected impact of teacher feedback on revisions. The second delineates three reasons why learners might reject teacher feedback: sense of text ownership, lack of understanding of and lack of proficiency to deal with teacher feedback.

목차

Abstract
Introduction
Literature Review
Positive Views on Teacher Feedback
Impact of Teacher Feedback
Mismatch between Teacher Perspectives and Student Experience of Feedback
The Need for a New Theoretical Framework
Theoretical Framework
The Cultural Historical Activity Theory
Contradictions in CHAT
The Activity System of Responding to and Using Peer and Teacher Feedback of an L2 Writer
Method
A Multiple Case Study Design
Research Site and Participants
Data Collection
Data Analysis
Results
Contradictions in the Activity System of Responding to and Using Feedback on Writing of an L2 Writer
The Contradiction between the L2 Writer (Subject), Teacher Feedback (‘Tool’) and Preference for Teacher Feedback (‘Rules’)
The Contradiction between Writer as Author (‘Division of Labour’) and Preference for Teacher Feedback (‘Rules’)
Discussion
Teacher Feedback and the Danger of Text Appropriation
Lack of Understanding of Teacher Feedback and Writers’ Zone of Proximal Development
Conclusion
Acknowledgements
The Author
References
Appendix

키워드

preference of feedback teacher feedback L2 writers academic writing use of feedback Activity Theory

저자

  • Lam Tsui Eu Sandra [ Nanyang Technological University, Singapore ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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