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Feedback in Second Language Writing
  • Contexts and Issues
  • 2nd edition
  • Edited by Ken Hyland, Fiona Hyland
  • Published online:
    19 July 2019
    Print publication:
    04 July 2019
  • Now in its second edition, this volume provides an up to date, accessible, yet authoritative introduction to feedback on second language writing for upper undergraduate and postgraduate students, teachers and researchers in TESOL, applied linguistics, composition studies and English for academic purposes (EAP). Chapters written by leading experts emphasise the potential that feedback has for helping to create a supportive teaching environment, for conveying and modelling ideas about good writing, for developing the ways students talk about writing, and for mediating the relationship between students' wider cultural and social worlds and their growing familiarity with new literacy practices. In addition to updated chapters from the first edition, this edition includes new chapters which focus on new and developing areas of feedback research including student engagement and participation with feedback, the links between SLA and feedback research, automated computer feedback and the use by students of internet resources and social media as feedback resources.

Feedback in Second Language Writing
  • Contexts and Issues
  • Ken Hyland, Fiona Hyland
  • Published online:
    05 October 2012
    Print publication:
    14 August 2006
  • How to provide appropriate feedback to students on their writing has long been an area of central significance to teachers and educators. Feedback in Second Language Writing: Context and Issues provides scholarly articles on the topic by leading researchers, who explore topics such as the socio-cultural assumptions that participants bring to the writing class; feedback delivery and negotiation systems; and the role of student and teacher identity in negotiating feedback and expectations. This text provides empirical data and an up-to-date analysis of the complex issues involved in offering appropriate feedback during the writing process.

  • Chapter 11 - Interpersonal aspects of response: Constructing and interpreting teacher written feedback

  • Ken Hyland, University of London, Fiona Hyland, University of London
  • Book:
    Feedback in Second Language Writing
    Published online:
    05 October 2012
    Print publication:
    14 August 2006, pp 206-224

  • Summary

    As a pedagogical genre, teacher written feedback is designed to carry a heavy informational load, offering commentary on the form and content of a text to encourage students to develop their writing and consolidate their learning. The information offers the assistance of an expert, guiding the learner through the “zone of proximal development” (Vygotsky, 1978) and providing opportunities for students to see how others respond to their work and to learn from these responses. Feedback plays a pedagogical role by pointing forward to other texts students will write, assisting students to work out the text's potential and to comprehend the writing context, and providing a sense of audience and an understanding of the expectations of the communities they are writing for. The substantial comments that many teachers write on student papers thus do more than simply justify a grade. They provide a reader reaction and offer targeted instruction.

    Often, however, written feedback has been seen as purely informational, a means of channeling reactions and advice to facilitate improvements. Response is therefore discussed as if it were an objective, impersonal, and purely didactic discourse – simply an interaction between a teacher and a text. But, although the information in feedback is a key factor in learning to write, it is effective only if it engages with the writer and gives him or her a sense that it is a response to a person rather than to a script.

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