Writing Teacher Views on Teacher Feedback: A Shift from Grammar Corrector to Motivator
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초록
This study aims to examine how Korean writing teacher views on teacher feedback change during the course of a graduate class focused on the role of feedback in second language writing classrooms. Although the content of teacher feedback, such as focus and form as well as feedback’s effects on students, has been extensively studied (Conrad & Goldstein, 1999; Ferris, 1997, 2001), the act of giving feedback from the teacher’s perspective has not been investigated. This study traces the changes in eight writing teachers’ reflections on the role of feedback as well as their actual feedback practices over one semester. The data include 1) participants’ written reflections during the semester, 2) samples of their written feedback collected at the beginning and end of the semester, and 3) their personal histories regarding feedback. Data analysis reveals that teacher feedback changed from focusing on the written text to focusing on the student writer. This finding was confirmed in the written feedback, as the end-of-semester feedback showed a greater emphasis on teacher concern for the writer. It demonstrated through use of hedges, compliments and honorifics (i.e., expressions of esteem and respect when addressing a person). Suggestions for writing teacher training and future research are provided.
Abstract
This study aims to examine how Korean writing teacher views on teacher feedback change during the course of a graduate class focused on the role of feedback in second language writing classrooms. Although the content of teacher feedback, such as focus and form as well as feedback’s effects on students, has been extensively studied (Conrad & Goldstein, 1999; Ferris, 1997, 2001), the act of giving feedback from the teacher’s perspective has not been investigated. This study traces the changes in eight writing teachers’ reflections on the role of feedback as well as their actual feedback practices over one semester. The data include 1) participants’ written reflections during the semester, 2) samples of their written feedback collected at the beginning and end of the semester, and 3) their personal histories regarding feedback. Data analysis reveals that teacher feedback changed from focusing on the written text to focusing on the student writer. This finding was confirmed in the written feedback, as the end-of-semester feedback showed a greater emphasis on teacher concern for the writer. It demonstrated through use of hedges, compliments and honorifics (i.e., expressions of esteem and respect when addressing a person). Suggestions for writing teacher training and future research are provided.
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