Insights From Verbal Protocols Of Esl Writers’ Response To Written Feedback
Feedback is essential for the development of ESL writing skills. The responses that lecturers provide on students‟ writing are essential to encourage and develop students‟ writing. However, there is a paucity in the literature as to how students attend to feedback. This study investigated the th...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English English |
| Published: |
2010
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| Online Access: | http://psasir.upm.edu.my/id/eprint/12331/1/FBMK_2010_8A.pdf http://psasir.upm.edu.my/id/eprint/12331/ |
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| Institution: | Universiti Putra Malaysia |
| Language: | English English |
| Summary: | Feedback is essential for the development of ESL writing skills. The
responses that lecturers provide on students‟ writing are essential to
encourage and develop students‟ writing. However, there is a paucity in the
literature as to how students attend to feedback. This study investigated the
thought processes of six ESL postgraduate students as they attended to
written feedback. Using a case study qualitative approach, concurrent verbal
protocols of the writers were recorded as they attended to written feedback.
Written texts and lecturer comments supplemented the data.
The findings indicate that written feedback encouraged the writers to plan,
justify, reflect and evaluate recursively. A second finding is that statement,
question and imperative types of feedback encouraged recursiveness.This study concludes by suggesting that it is important for lectures to be
aware of the impact of feedback. The study also suggests that the think aloud
method is useful as a tool in teaching ESL writing to help student writers to
reflect on the feedback and develop their writing. |
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