ERIC Number: EJ1440690
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0969-594X
EISSN: EISSN-1465-329X
Mapping Oral Feedback Interactions in Young Pupils' Writing
Assessment in Education: Principles, Policy & Practice, v31 n3-4 p204-220 2024
The quality of feedback interactions, when young pupils write, influences their learning processes. Still, teachers tend to use feedback that provides little information to enhance pupils' understanding and learning regarding their literacy skills. More knowledge about feedback interactions for young pupils as they write is needed. Thus, we wanted to investigate: "What characterises oral feedback interactions in classrooms between teachers and young pupils while pupils write?" Observations were collected using video recordings from 14 second-grade classrooms in Norway (pupils 7 years old). Seventy-two hours of video-recorded lessons were studied using thematic analysis. The results show a pattern where teachers praise general ability at the self-level and correct specific mistakes at the task level, less information about writing strategies is provided.
Descriptors: Feedback (Response), Oral Language, Writing Instruction, Literacy, Teacher Student Relationship, Grade 2, Elementary School Students, Foreign Countries, Learning Strategies, Positive Reinforcement, Handwriting, Educational Technology, Handheld Devices, Error Correction, Self Management
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A