Corrective feedback on L2 students’ writing

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Corrective feedback on L2 students’ writing

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dc.contributor.author Mollestam, Emma
dc.contributor.author Hu, Lixia
dc.date.accessioned 2016-05-18T12:39:38Z
dc.date.available 2016-05-18T12:39:38Z
dc.date.issued 2016 en_US
dc.identifier.uri http://hdl.handle.net/2043/20687
dc.description.abstract Corrective feedback (CF) is regarded as a controversial topic when it comes to writing in the L2 classroom. Some researchers have found it to be both meaningless and harmful, while others have researched the effects of different types of CF and found it to be good for language development in several ways. This made us interested in conducting a study focusing on what attitudes grade 3-5 (age 9-11) teachers have concerning CF, and if they themselves use it for their L2 students’ writing. The study was conducted through five semi-structured interviews with teachers working in Lund, Sweden. The aim of the study was to investigate compulsory school teachers’ experiences of and thoughts on CF as a teaching method for improving young L2 learners’ writing. The results revealed that the teachers believe CF to be an irreplaceable part of language learning but that it should be adapted to each individual’s needs. Although all interviewed teachers acknowledged CF’s potential harm on learners’ motivation and willingness to write, no one believed that it could be left out completely. en_US
dc.format.extent 38 en_US
dc.language.iso eng en_US
dc.publisher Malmö högskola/Lärande och samhälle en_US
dc.subject Corrective feedback (CF) en_US
dc.subject Young learners en_US
dc.subject L2 writing en_US
dc.subject Formative feedback en_US
dc.title Corrective feedback on L2 students’ writing en_US
dc.type M3 en_US
dc.setspec.uppsok SocialBehaviourLaw en_US
mahlocal.xprt.faculty2019 LS
mahlocal.xprt.institution2019 LS
mahlocal.xprt.program Grundlärarutbildning inr. F-3
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