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

Lam Tsui Eu Sandra
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2022.03|Journal of Asia TEFL|제19권 제1호|pp. 66-92

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키워드

Activity Theoryteacher feedbackacademic writingpreference of feedbackL2 writersuse of feedback

초록

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.

Abstract

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.

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관련 논문AI추천

How EFL Students Take a Position in Peer Feedback Activities: An Activity Theory Perspective허명혜한국영어영문학회 · 영어영문학2012 · 제58권 제6호Internalization of Feedback: A Case Study of Korean EFL Learners in a Writing Class조수경한국영어교육학회 · 영어교육2011 · 제66권 제3호Teacher and peer feedback: Learner perceptions and the efficacy for improvement in L2 writing김양희, 주미진팬코리아영어교육학회 · 영어교육연구2010 · 제22권 제3호College Students' Revision Behaviors: Are they Motivated by the Inner-drive or Teacher Feedback?류호열외국학연구소 · 외국학연구2015 · 제31호A Case Study on the Role of Dialogic Interaction with the Self in an L2 Writing Revision Process심지영, 이진영외국어교육연구소 · 외국어교육연구2022 · 제36권 제3호The Perception Change toward Feedback in L2 Writing: An Analysis of Graduate Students’ Writing Processes김현우한국영어교육학회 · 영어교육2009 · 제64권 제3호

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