Abstract
This article examines teacher feedback on student compositions in an Advanced French Composition course at a Research 1 institution. Our study suggests that when teachers combine written corrective feedback with audio comments, their engagement in grading compositions may rise significantly. As teachers bring renewed energy to familiar responding practices, they shift from “grader” to “reader.” These findings have important implications for teacher training and the role of feedback in L2 courses.
- Journal
- Journal of Response to Writing
- Published
- 2017-01-01
- CompPile
- Open Access
- OA PDF Gold
- Topics
- 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
-
Journal of Response to Writing Apr 2026Mehrzad, Mohaddeseh; Rahimi, Mohammad; Link, Stephanie
-
Journal of Response to Writing Apr 2026More Than Treating Errors: Bridging the Gaps and Expanding the Agenda for Scholarship on Teacher Written Feedback for L2 Writers ↗Goldstein, Lynn; Kohls, Robert
-
Journal of Response to Writing Apr 2026Testa, Andrew
-
Written Communication Jan 2026The Contributions of Student-Level and Classroom-Level Factors for Australian Grade 2 Students’ Writing Performance ↗Anabela Malpique; Mustafa Asil; Deborah Pino-Pasternak; Debora Valcan
-
Assessing Writing Jan 2026Unveiling the antecedents of feedback-seeking behavior in L2 writing: The impact of future L2 writing selves and emotions ↗Jia Li; Lawrence Jun Zhang