Second language acquisition researchers have claimed that feedback provided during conversational interaction facilitates second language (L2) acquisition. A number of experimental studies have supported this claim, connecting interactional feedback with L2 development. Researchers have suggested that interactional feedback is associated with L2…

Preservice English-as-Second-Language (ESL) teachers respond to various forms of feedback that they received in their TESL methodology course, and offer insights into how these individual response will shape their own evolving feedback practices. Results show that these preservice ESL teachers were pleased with the wide variety of forms of…

Examines the key principles that underpin a supportive approach to teacher evaluation. These principles highlight the need to ensure that evaluation plays a part in establishing an institutional concern for teacher development and teacher support. (Author/VWL)

Quantitative data based on an analysis of an in-depth survey of 247 basic second-language (English-as-a-Second-Language and foreign language) writers' responses to feedback conventions used by their composition instructors are presented. The findings provide insight into teacher behaviors that function positively and negatively as apprentice…

Feedback plays a central role in writing development. This is particularly so in tertiary education in China because of both the attitudes of tutors and staff and also the move towards a more process orientation to teaching writing. However, constraints resulting from examination-focused programmes and the number of students in each class mean…

Presents findings of a survey of English as a second language students' attitudes toward and preferences for the correction of spoken errors by native speaker friends. The subjects reported positive attitudes toward error correction and claimed to prefer even more correction than their friends did. They saw correcting errors as facilitating--even…

Describes a study that investigated issues related to timing of feedback in writing instruction and explores answers to the following: (1) What would English-as-a-Second-Language learners like to have emphasized in feedback and when? (2) While revising, do learners respond to feedback on both content and language use? and (3) What are the…

A study at Hawaii Pacific University investigated the use of collaborative peer feedback to improve student performance in an intermediate English-as-a-Second-Language (ESL) writing course. Subjects were 53 students of widely varying language backgrounds in three class sections. Each section received differential preparation for peer feedback: (1)…

Profiles students' awareness of the functions and influences of expert input in their writing. Data include results of a survey of foreign-language and English-as-a-Second-Language writers' beliefs about feedback behaviors known to interact with revision processes. Results indicate that each group perceives expert response as serving distinct…

Examines hypotheses concerning the appeal of three types of feedback in the second-language writing process: teacher-, peer-, and self-directed feedback. Results show that students overwhelmingly prefer teacher feedback to peer feedback. (Author/CK)

This study investigated 3 English-as-a-Second-Language (ESL) writing teachers' and 39 of their ESL students' attitudes toward feedback and its uses. The results indicated that students preferred teacher feedback over non-teacher feedback, though the three teachers used non-teacher feedback frequently in their classes. (37 references) (MDM)

Examined diaries kept by undergraduate students during an English language course at the National University of Singapore. Investigation comprises preliminary content analysis of the diaries, learners' responses to a questionnaire, an account of learners' engagement with language issues in their diaries, and a commentary on teacher feedback and…

Studied the language-learning beliefs of a group of students enrolled in an English for academic purposes course. Drew on results of an earlier study of language-learning beliefs that used factor analysis to identify six dimensions underlying learner responses to a questionnaire, and explored the relationship between each factor and autonomous…

Investigates the effects of training for peer revision in college freshman English composition classes, focusing on students' ability to critique peer writing; quality of student writing; and students' attitudes toward peer revision and writing in general. Findings revealed an improvement in students' ability to critique peers and in their…

The purpose of this study was to investigate the effects of analytic corrections and revisions on college composition students working in a portfolio assessment setting. Subjects were 19 community college students enrolled in a transfer-level class in composition. Three of these students were from the English as a Second Language/immigrant/refugee…