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Annotated Bibliography

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Annotated Bibliography
Ferris, D. R. & Hedgcock, J. S. (2005). Teacher response to student writing: issues in oral and written feedback. Teaching ESL Composition purpose, process, and practice. (2nd edition. pp184-223).
In this chapter, the author addresses the issues associated with feedback given by instructors on students writing. The chapter starts by providing information about the essential value of instructor’s feedback and how it is should be done, and the impact it has on student writing and how they view it and perceive it. The author then discusses the principles of providing written feedback, and guidelines for it. The author also provides information regarding the teacher-student conference, and how it should be constructed and …show more content…

The author constantly compares and provides information relating to the study, as well as, quotes from other articles and research papers. The article presented the most effective ways of giving feedback, and how student responded to the feedback they were given. The author also compared the value of the feedback on both beginners L2 students and advanced L2 students writings. This article holds a significant value for instructors in general, because it divulges the results of the feedback, and shows how students reacted to different types of feedback. It has also proven the importance of direct and informative feedback in guiding students writing. This article also compares the way L1 and L2 students view the teacher’s feedback, which showed that the L2 students find it more helpful and much needed than the L1 students who cared less about it and found it a bit …show more content…

The article compares the four major commentary types, imperative, hedging, questions, and statements, which are usually used by instructors in order to enhance the student’s revision ability and writing skills. The article does not offer in particular which type of feedback is the best, but rather, conclude that each type can be used effectively in correcting errors made by L2 learners. The author clearly indicates that all the types are useful and have their own purpose when correcting ESL students. However, the study showed that the imperative and hedging were more successful in helping the ESL students revise better. Despite the fact that hedging are very useful for the students, instructors are advised to use it with caution as it may confuse students. Students view of the instructors also played a role in the way they perceived the feedback, therefore, instructors need to be aware of this point. This article is well developed and organized. It provided valuable information for not only researchers, but instructors in general. It presented clear results and comments and quotes and tables of the studies

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