Journal of Response to Writing Oct 2019 RSS Open Access

A Comparison of L1 and ESL Written Feedback Preferences: Pedagogical Applications and Theoretical Implications

Carter, Tyler ; Thirakunkovit, Suthathip

Abstract

This study explores the perceptions of first-year composition (FYC) students toward written teacher feedback and compares the preferences of L1 English and international ESL writers. We used an online questionnaire to collect both quantitative and qualitative data. The first part of the questionnaire consists of 43 Likert items regarding teacher feedback in the context of a selected argumentative essay, and the second part consists of two open-ended questions regarding students’ opinions on teacher feedback. A total of 345 FYC students participated in the study. Our results show that both L1 and ESL writers prefer feedback that offers directions for improvement rather than general comments regarding errors in the writing, that both groups have an aversion to comments that offer no suggestions, that ESL writers are more enthusiastic about sentence-level feedback than L1 writers, and that terms like “constructive criticism” are largely absent from the lexicon of ESL writers. More broadly, L1 writers are more oriented toward how instructors provide feedback while the ESL writers are more oriented toward the text itself. Ultimately, these findings are meant to help FYC instructors work in classrooms that contain both L1 and ESL writers.

Journal
Journal of Response to Writing
Published
2019-10-01
CompPile
Open Access
OA PDF Gold
Topics
first-year composition writing pedagogy teacher development revision voice and style multilingual writers
Export
BibTeX RIS

Citation Context

Citation data not yet available for this article.

Citation data is not available for Journal of Response to Writing. This journal's publisher does not deposit reference lists with CrossRef.

Related Articles

  1. Pedagogy Oct 2024
    Contributors ↗
    rhetorical criticism first-year composition writing pedagogy basic writing writing across the curriculum graduate education two-year college service learning teacher development revision argument collaborative writing assessment writing program administration multimodality multilingual writers literacy studies race and writing disability studies community literacy editorial matter
  2. Pedagogy Oct 2021
    When the Writing Classroom Is a Lab for Democracy ↗
    Moira A. Connelly
    rhetorical criticism first-year composition writing pedagogy graduate education teacher development revision argument collaborative writing writing centers peer tutoring digital rhetoric multimodality multilingual writers race and writing gender and writing editorial matter
  3. Journal of Response to Writing Oct 2019
    Creating Space for Student Engagement With Revision: An Example of a Feedback-Rich Class for Second-Language Writers ↗
    Kim, Kyung Min
    first-year composition writing pedagogy teacher development revision multilingual writers
  4. Writing and Pedagogy Sep 2018
    Practices and context of L2 writing feedback ↗
    Masakazu Mishima
    first-year composition writing pedagogy teacher development revision qualitative research multilingual writers
  5. Journal of Response to Writing Jan 2015
    Beyond “Giver-Receiver” Relationships: Facilitating an Interactive Revision Process ↗
    Shvidko, Elena
    first-year composition writing pedagogy teacher development revision collaborative writing multilingual writers