https://calico.org/html/article_94.pdf
The article describes a study that offers methodological insight into examining the relationship between teacher feedback and learner revision through online means of communication. The study focuses on the long term effects of teacher feedback techniques in terms of the quality reported in student revisions. Some techniques that are available only in computer based feedback can contribute to improve the process of teacher feedback and student revisions.
I found very interesting the use of different colors other than red for highlighting feedback such as blue and green for marking student revisions. It is very interesting how the author comments that the use of green not only helps the teacher to identify the revised parts but that it also helps students to develp a sense of ownership and responsibility over their own work and develop an identity as intependent writers.
Another interesting notion was the use of question form comments with a primary focus on content and later on grammar as a form of giving indirect feedback. Instead of using the traditional approach of direct corrective feedback, teachers place requests for more information, clarification or offer some suggestive tips for revision. In this case students instead of receiving direct evaluations are invited to develop a sense of autonomy and become active and responsible in revising their work. The technique of using highlighting for feedback or revision, the use of an indirect approach for feedback and the primacy of content based feedback followed by feedback on form promote the development of a social relationship between the teacher and the student. Teachers and students have to collaberate in order to find the appropriate response to issues that seem problematic.
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I think that the main function of indirect approach for feedback is not to promote the development of a social relationship between the teacher and the student. SLA research has proved that indirect feedback is preferable for most student writers because it leads to long term acquisition of linguistic forms, and helps students make progress in accuracy over time more than direct feedback does, or at least equally well.
ReplyDeleteDefinitely the social relationship between teachers/students is only one of the many benefits of the indirrect error feedback and does not consitute by any means the main funtion. I think however that this indirect approach in giving feedback helps students develop a sense of autonomy and responsibility of the learning process which is crucial in aquiring both linguistic accuracy and fluency in the long run.
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