Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-wg55d Total loading time: 0 Render date: 2024-05-15T13:14:37.164Z Has data issue: false hasContentIssue false

Section 4: - Engaging with Feedback: Student Participation Dimensions

Published online by Cambridge University Press:  19 July 2019

Ken Hyland
Affiliation:
The University of Hong Kong
Fiona Hyland
Affiliation:
The University of Hong Kong
Get access
Type
Chapter
Information
Feedback in Second Language Writing
Contexts and Issues
, pp. 245 - 304
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Aljaafreh, A. & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the Zone of Proximal Development. The Modern Language Journal, 78, 465–83.CrossRefGoogle Scholar
Atkinson, D. (2010). Sociocognition: what it can mean for second language acquisition. In Batstone, R. (Ed.), Sociocognitive Perspectives on Language Use and Language Learning (pp. 2439). Oxford: Oxford University Press.Google Scholar
Atkinson, D., Churchill, E., Nishino, T. & Okada, H. (2007). Alignment and interaction in a sociocognitive approach to second language acquisition. The Modern Language Journal, 91, 169–88.CrossRefGoogle Scholar
Barcelos, A. M. F. (2003). Research beliefs about SLA: A critical review. In Kalaja, P., & Barcelos, A. M. F. (Eds.), Beliefs about SLA: New Research approaches (pp. 733). New York: Springer.Google Scholar
Batstone, R. (2010). Issues and options in sociocognition. In Batstone, R. (Ed.), Sociocognitive Perspectives on Language Use and Language Learning (pp. 323). Oxford: Oxford University Press.Google Scholar
Bitchener, J. (2012). A reflection on ‘the language learning potential’ of written CF. Journal of Second Language Writing, 21, 348–63.Google Scholar
Christenson, S. L., Reschly, A. L. & Wylie, C. (Eds.) (2012). The Handbook of Research on Student Engagement. New York: Springer.Google Scholar
Ellis, R. (2010). A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32, 335–49.Google Scholar
Ferris, D. R. (2004). The ‘grammar correction’ debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime …?). Journal of Second Language Writing, 13, 4962.Google Scholar
Ferris, D. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In Hyland, K. & Hyland, F. (Eds.), Feedback in Second Language Writing: Contexts and Issues, (pp. 81104). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA. Studies in Second Language Acquisition, 32, 181201.Google Scholar
Ferris, D. R. & Kurzer, K. (2018). Does error feedback help L2 writers? Latest evidence on the efficacy of written corrective feedback. In Hyland, K. & Hyland, F. (Eds.), Feedback in Second Language Writing: Contexts and Issues (2nd ed.) (page number to be assigned). Cambridge: Cambridge University Press.Google Scholar
Ferris, D. R., Liu, H., Sinha, A. & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22, 307–29.Google Scholar
Ferris, D. R. & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10, 161184.Google Scholar
Goldstein, L. (2006). Feedback and revision in second language writing: Contextual, teacher, and student variables. In Hyland, K. & Hyland, F. (Eds.), Feedback in Second Language Writing: Contexts and Issues (pp. 185205). New York: Cambridge University Press.Google Scholar
Goldstein, L. & Conrad, S. (1990). Input and the negotiation of meaning in ESLl writing conferences. TESOL Quarterly, 24, 443–60.CrossRefGoogle Scholar
Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69, 133–42. doi:10.1016/j.system.2017.07.003Google Scholar
Han, Y. & Hyland, F. (in press). Academic emotions in written corrective feedback situations. Journal of English for Academic Purposes. doi:10.1016/j.jeap.2018.12.003Google Scholar
Han, Y. & Hyland, F. (2017). Oral corrective feedback on L2 writing from a sociocultural perspective: A case study on two writing conferences in a Chinese university. Writing and Pedagogy, 8, 433–59. doi:10.1558/wap.27165CrossRefGoogle Scholar
Han, Y. & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 3144. doi: 10.1016/j.jslw.2015.08.002Google Scholar
Hyland, F. (1998). The impact of teacher written feedback on individual writers. Journal of Second Language Writing, 7, 255–86.Google Scholar
Hyland, F. (2000). ESL writers and feedback: Giving more autonomy to students. Language Teaching Research, 4, 3354.Google Scholar
Hyland, F. (2003). Focus on form: student engagement with teacher feedback. System, 31, 217–30.Google Scholar
Hyland, F. & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10, 185212.Google Scholar
Hyland, K. & Hyland, F. (2006a). Context and issues in feedback on L2 writing: An introduction. In Hyland, K. & Hyland, F. (Eds.), Feedback in Second Language Writing (pp. 120). Cambridge, England: Cambridge University Press.Google Scholar
Hyland, K. & Hyland, F. (2006b). Interpersonal aspects of response: Constructing and interpreting teacher written feedback. In Hyland, K. & Hyland, F. (Eds.), Feedback in Second Language Writing (pp. 206–24). Cambridge, England: Cambridge University Press.Google Scholar
Lantolf, J. P. & Appel, G. (1994). Theoretical framework: An introduction to Vygotskian Approaches to second language research. In Lantolf, J. P. & Appel, A. (Eds.), Vygotskian Approaches to Second Language Research (pp. 132). Norwood, NJ: Ablex Publishing Corporation.Google Scholar
Lee, I. (2008a). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17, 6985.CrossRefGoogle Scholar
Lee, I. (2008b). Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing, 17, 144–64.Google Scholar
Lee, I. (2014). Revisiting teacher feedback in EFL writing from sociocultural perspectives. TESOL Quarterly, 48, 201–13. doi: 10.1002/tesq.153Google Scholar
Qi, D. S. & Lapkin, S. (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, 10, 277303.Google Scholar
Semke, H. (1984). Effects of the red pen. Foreign Language Annals, 17, 195202.Google Scholar
Storch, N. & Wigglesworth, G. (2010). Learners’ processing, uptake, and retention of corrective feedback on writing. Studies in Second Language Acquisition, 32, 303–34.CrossRefGoogle Scholar
Truscott, J. (1996). The case against grammar correction in L2 writing class. Language Learning, 46, 327–69.CrossRefGoogle Scholar
Truscott, J. (2007). The effect of error correction on learners’ ability to write accuracy. Journal of Second Language Writing, 16, 255–72.Google Scholar
van Lier, L. (2004). The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. New York: Kluwer Academic Publishers.Google Scholar
Villamil, O. S. & Guerrero, M. C. M. de (2006). Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback. In Hyland, K. & Hyland, F. (Eds.), Feedback in Second Language Writing: Contexts and Issues (pp. 2341). New York: Cambridge University Press.CrossRefGoogle Scholar
Zhang, Z. & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36: 90102.Google Scholar
Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37, 1324.Google Scholar

References

Bitchener, J. (2008). Evidence in support of corrective feedback. Journal of Second Language Writing, 17, 102–18.CrossRefGoogle Scholar
Bloxham, S. & Boyd, P. (2007) Developing Effective Assessment in Higher Education. Maidenhead: Open University Press.Google Scholar
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 32(2), 219–33.Google Scholar
Christie, F. & Derewianka, B. (2008). School Discourse. London: Continuum.Google Scholar
Davison, C. (2007). Views from the chalkface: English language school-based assessment in Hong Kong. Language Assessment Quarterly, 4(1), 3768.Google Scholar
Ferris, D. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In Hyland, K. & Hyland, F. (Eds.) Feedback in Second Language Writing: Contexts and Issues. (pp. 81104). Cambridge, UK: Cambridge University Press.Google Scholar
Goffman, E. (1971) The Presentation of Self in Everyday Life. Harmondsworth, UK: Penguin Books.Google Scholar
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81112.CrossRefGoogle Scholar
Hirvela, A. (2011). Writing to learn in content areas. In Manchón, R. (Ed.), Learning-to-Write and Writing-to-Learn in an Additional Language. Amsterdam: BenjaminsGoogle Scholar
Hu, G. W. (2005). Contextual influences on instructional practices: A Chinese case for an ecological approach to ELT. TESOL Quarterly, 394, 635–60Google Scholar
Hyland, F. (2010). Future directions in feedback on second language writing: Overview and research agenda. International Journal of English Studies, 10(2), 171–82.Google Scholar
Hyland, K. (2013). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing, 22, 240–53.Google Scholar
Hyland, F. & Hyland, K. (2001). ‘Sugaring the pill’: Praise and criticism in written feedback. Journal of Second Language Writing, 10( 3), 185212.CrossRefGoogle Scholar
Langer, J. & Applebee, A. (1987). How writing shapes thinking: A study of teaching and learning. NCTE Research Report, 22. Available at: http://eric.ed.gov/PDFS/ED286205.pdf [Accessed June 4, 2012].Google Scholar
Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17, 6985.CrossRefGoogle Scholar
Orsmond, P. & Merry, S. (2011) Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Assessment & Evaluation in Higher Education, 36(2), 125–36.Google Scholar
Pokorny, H. & Pickford, P. (2010). Complexity, cues and relationships: Student perceptions of feedback. Active Learning in Higher Education, 11(1), 2130Google Scholar
Price, M., Handley, K., Millar, J. & O’Donovan, B. (2010). Feedback: All that effort, but what is the effect? Assessment and Evaluation in higher Education, 35(3), 277–89.CrossRefGoogle Scholar
Scott, J., Badge, J. & Cann, A. (2009). Perceptions of feedback one year on: A comparative study of the views of first and second year biological sciences students. Bioscience Education, 13. Available at: www.bioscience.heacademy.ac.uk/journal/vol13/beej-13-2.pdfGoogle Scholar
Simard, D., Guénette, D. & Bergeron, A. (2015). L2 learners’ interpretation and understanding of written corrective feedback: Insights from their metalinguistic reflections. Language Awareness, 24(3), 233–54.Google Scholar
Unsworth, M. (2014). Students’ views on feedback: insights into conceptions pf effectiveness, areas of dissatisfaction and emotional consequences. Innovations in Practice, 9(1), 2331Google Scholar
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge. MA: Harvard University Press.Google Scholar
Walker, M. (2009). An investigation into written comments on assignments: do students find them usable? Assessment & Evaluation in Higher Education, 34(1), 4778.Google Scholar
Watty, K, Carr, R, De Lange, P, O’Connell, B and Howieson, B. (2011), Student perceptions of feedback in Australian University accounting education. In Potter, Brad and De Lange, Paul (Eds.), Proceedings of 2011 AFAANZ Conference. Carlton: Australia, 2–5 July 2011, pp. 133.Google Scholar
Weaver, M. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31(3), 379–94.Google Scholar
Yorke, M. (2003) Formative assessment in higher education: moves towards theory and the enhancement of pedagogic practice. Higher Education, 45(4), 471501.Google Scholar
Zhang, V. & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90103.Google Scholar

References

Bikowski, D. & Vithanage, R. (2016). Effects of web-based collaborative writing on individual L2 writing development. Language Learning & Technology, 20(1), 7999.Google Scholar
Black, R. W. (2005). Access and affiliation: The literacy and composition practices of English language learners in an online fanfiction community. Journal of Adolescent & Adult Literacy, 49(2), 118–28.Google Scholar
Boyd, M. & Maloof, V. M. (2000). How teachers can build on student-proposed intertextual links to facilitate student talk in the ESL classroom. In Hall, J. K. & Verplaetse, L S. (Eds.), Second and Foreign Language Learning through Classroom Interaction (pp. 163–82). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Brodahl, C., Hadjerrouit, S., & Hansen, N. K. (2011). Collaborative writing with web 2.0 technologies: education students’ perceptions. Journal of Information Technology Education, 10, IIP73IIP103.Google Scholar
Cazden, C. (1988). Classroom Discourse: The Language of Teaching and Learning. Portsmouth, NH: Heinemann.Google Scholar
Chen, S., Diao, Y. & Zhang, J. (2011, September). Social media: Communication characteristics and application value in distance education. In Electrical and Control Engineering (ICECE), 2011 International Conference on (pp. 67746777). IEEE.Google Scholar
Damon, W. & Phelps, E. (1989). Strategic uses of peer learning in children’s education. In Berndt, T.. & Ladd, G. (Eds.), Peer Relationships in Child Development, (pp. 135–57). New York: Wiley.Google Scholar
Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In Kirschner, P. A. (Ed.), Three Worlds of CSCL: Can We Support CSCL? (pp. 6991). Open Universiteit, Nederland: Heerlen.Google Scholar
Donato, R. (1994). Collective scaffolding in second language learning. Vygotskian Approaches to Second Language Research, 33456.Google Scholar
Ellis, C. A., Gibbs, S. J. & Rein, G. L. (1991). Groupware: Some issues and experiences. Communications of the ACM, 34(1), 3958.Google Scholar
Guardado, M. & Shi, L. (2007). ESL students’ experiences of online peer feedback. Computers and Composition, 24(4), 443–61.Google Scholar
Guerrero, M. C. M. de & Villamil, O. S. (1994). Social‐cognitive dimensions of interaction in L2 peer revision. The Modern Language Journal, 78(4), 484496.Google Scholar
Guerrero, M. C. M. de & Villamil, O. S. (2000). Activating the ZPD: Mutual scaffolding in L2 peer revision. The Modern Language Journal, 84(1), 5168.Google Scholar
Harrison, R. & Thomas, M. (2009). Identity in online communities: Social networking sites and language learning. International Journal of Emerging Technologies and Society, 7(2), 109.Google Scholar
Hedgcock, J. & Ferris, D. R. (2013). Teaching L2 Composition: Purpose, Process, and Practice. New York: Routledge.Google Scholar
Ho, M. C. & Savignon, S. J. (2007). Face-to-face and computer-mediated peer review in EFL writing. CALICO Journal, 269–90.Google Scholar
Hsieh, H. F. & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–88.Google Scholar
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K. & Robison, A. J. (2009). Confronting the Challenges of Participatory Culture: Media Education For the 21st Century. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Kasper, G. (2009). L2 pragmatic development. The New Handbook of Second Language Acquisition, 2, 259–84.Google Scholar
Kessler, G., Bikowski, D. & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16(1), 91109.Google Scholar
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–91.Google Scholar
Lidz, C. S. (1991). Practitioner’s Guide to Dynamic Assessment. New York: Guilford Press.Google Scholar
Liu, J. & Sadler, R. (2003). The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2, 193227.Google Scholar
Mehisto, P. (2012). Excellence in Bilingual Education: A Guide for School Principals. Cambridge: Cambridge University Press.Google Scholar
Olson, J. S., Wang, D., Zhang, J. & Olson, G. M. (2017). How people write together now: Beginning the investigation with advanced undergraduates in a project course. ACM Transactions on Computer-Human Interaction (TOCHI), 24(1), 140CrossRefGoogle Scholar
Posner, I. & Baecker, R. (1992). How People Write Together. Proceedings 25th Hawaii International Conference on System Sciences, Vol IV, 1992, 127–38.Google Scholar
Richardson, W. (2010). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. New York: Corwin Press.Google Scholar
Rommetveit, R. (1985). Language acquisition as increasing linguistic structuring of experience and symbolic behavior control. Culture, Communication, and Cognition: Vygotskian Perspectives, 183–204.Google Scholar
Saddler, B. & Graham, S. (2005). The effects of peer-assisted sentence-combining instruction on the writing performance of more and less skilled young writers. Journal of Educational Psychology, 97(1), 43.Google Scholar
Sengupta, S. (2001). Exchanging ideas with peers in network-based classrooms: An aid or a pain? Language Learning & Technology, 15(1), 103–34.Google Scholar
Sinclair, J. M. & Coulthard, M. (1975). Towards an Analysis of Discourse: The English Used by Teachers and Pupils. Oxford, UK: Oxford University Press.Google Scholar
Stevenson, M. P. & Liu, M. (2013). Learning a language with Web 2.0: Exploring the use of social networking features of foreign language learning websites. CALICO Journal, 27(2), 233–59.Google Scholar
Storch, N. (2002). Relationships formed in dyadic interaction and opportunity for learning. International Journal of Educational Research, 37(3), 305–22.Google Scholar
Strobl, C. (2014). Affordances of web 2.0 technologies for collaborative advanced writing in a foreign language. CALICO Journal, 1, 118.Google Scholar
Sun, Y. C. & Chang, Y. J. (2012). Blogging to learn- Becoming EFL academic writers through collaborative dialogues. Language Learning & Technology, 16(1), 4361.Google Scholar
Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7(2), 3867.Google Scholar
Thorne, S. L. & Black, R. W. (2007). Language and literacy development in computer-mediated contexts and communities. Annual Review of Applied Linguistics, 27, 133–60.Google Scholar
Trentin, G. (2009). Using a wiki to evaluate individual contribution to a collaborative learning project. Journal of Computer Assisted Learning, 25(1), 4355.Google Scholar
van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. Sociocultural Theory and Second Language Learning, 245.Google Scholar
Villamil, O. S. & Guerrero, M. C. M. de (1996). Peer revision in the L2 classroom: Social-cognitive activities, mediating strategies, and aspects of social behavior. Journal of Second Language Writing, 5(1), 5175.Google Scholar
Villamil, O. S. & Guerrero, M. C. M. de (2006). Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback. In Hyland, K. & Hyland, F. (Eds.). Feedback in Second Language Writing: Contexts and Issues. (pp. 246–65). New York, NY: Cambridge University Press.Google Scholar
Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal, (81)4, Special Issue: Interaction, Collaboration, and Cooperation: Learning Languages and Preparing Language Teachers. (Winter, 1997), 470–81.Google Scholar
Weissberg, R. (2006). Scaffolded feedback: Tutorial conversations with advanced L2 writers. In Hyland, K. & Hyland, F. (Eds.). Feedback in Second Language Writing. Contexts and Issues. (pp. 246–65). New York, NY: Cambridge University Press.Google Scholar
Wood, D., Bruner, J. S. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89100.Google Scholar
Yim, S. (2017). Digital literacy in academic settings: Synchronous collaborative writing among linguistically diverse students (Unpublished doctoral dissertation). University of California, Irvine. U.S.A.Google Scholar
Yim, S., Wang, D., Olson, J., Vu, V., & Warschauer, M. (2017). Synchronous Collaborative Writing in the Classroom: Undergraduates’ Collaboration Practices and their Impact on Writing Style, Quality, and Quantity. Proceedings of the 20th ACM Conference on Computer-Supported Cooperative Work and Social Computing.CrossRefGoogle Scholar
Yim, S., & Warschauer, M. (2017). Web-based collaborative writing in L2 contexts- Methodological insights from text mining. Language Learning & Technology, 21(1), 146–65.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×