Constructing Trust Between Teacher and Students Through Feedback and Revision Cycles in an EFL Writing Classroom

Written Communication Oct 2008

Constructing Trust Between Teacher and Students Through Feedback and Revision Cycles in an EFL Writing Classroom

Given Lee The University of Texas at Austin ; Diane L. Schallert The University of Texas at Austin

Abstract

The authors' goal was to model the role played by the relationship between a writing teacher and her students in the feedback and revision cycle they experienced in an English-as-a-foreign-language context. Participants included a nonnative teacher of English and 14 students enrolled in her English writing class in a Korean university. Data came from formal, informal, and text-based interviews; semester-long classroom observations; and students' drafts with teacher comments. Findings showed that caring was enacted in complex and reciprocal ways, influenced by interwoven factors from the greater society, the course, the teacher, and the student. Students' level of trust in the teacher's English ability, teaching practices, and written feedback, as much as the teacher's trust in particular students based on how they revised their drafts, played a great role in the development of a caring relationship between them.

Journal: Written Communication
Published: 2008-10-01
DOI: 10.1177/0741088308322301
Open Access: Closed
Topics: multimodality multilingual writers revision

Citation Context

Cited by in this index (1)

Cunningham (2019)

Student Perceptions and Use of Technology-Mediated Text and Screencast Feedback…

Computers and Composition

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