A Case Study on the Role of Dialogic Interaction with the Self in an L2 Writing Revision Process
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Substantial scholarship on second language writing feedback addressed teacher-L2 writer dialogic interactions. These studies shed light on the patterns of interaction and the effect of the interpersonal dialogic interaction between the teacher and the writer through which the teacher addresses issues with feedback and the writer resolves them during the revision process. Drawing on Bakhtin’s (1981) dialogism, this descriptive case study aims to capture L2 writer’s intrapersonal dialogic interaction or the dialogic interaction with the self that intermediate and advanced level L2 writers engage in as they reflect on received feedback, make revision plans, and finally revise (or decide not to) their drafts. The writers wrote down the thoughts they had using the reply function provided in the Google Docs as they were reviewing the feedback and revising their drafts. The analysis of the qualitative data revealed that the writers critically appropriated the received feedback regardless of their proficiency levels, and constructed and deconstructed meanings as they negotiated with the audience and the self simultaneously. They also demonstrated solid ownership of their writing.
Abstract
Substantial scholarship on second language writing feedback addressed teacher-L2 writer dialogic interactions. These studies shed light on the patterns of interaction and the effect of the interpersonal dialogic interaction between the teacher and the writer through which the teacher addresses issues with feedback and the writer resolves them during the revision process. Drawing on Bakhtin’s (1981) dialogism, this descriptive case study aims to capture L2 writer’s intrapersonal dialogic interaction or the dialogic interaction with the self that intermediate and advanced level L2 writers engage in as they reflect on received feedback, make revision plans, and finally revise (or decide not to) their drafts. The writers wrote down the thoughts they had using the reply function provided in the Google Docs as they were reviewing the feedback and revising their drafts. The analysis of the qualitative data revealed that the writers critically appropriated the received feedback regardless of their proficiency levels, and constructed and deconstructed meanings as they negotiated with the audience and the self simultaneously. They also demonstrated solid ownership of their writing.
참고문헌 (21)
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