The Content Feedback Practices of Applied Linguistics Doctoral Supervisors in New Zealand and Australian Universities

Autor/in	Bitchener, John
Titel	The Content Feedback Practices of Applied Linguistics Doctoral Supervisors in New Zealand and Australian Universities
Quelle	In: Australian Review of Applied Linguistics, 39 (2016) 2, S.105-121 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
DOI	10.1075/aral.39.2.01bit
Schlagwörter	Foreign Countries; Feedback (Response); Written Language; Applied Linguistics; Doctoral Programs; Supervision; Graduate Students; Second Language Learning; Doctoral Dissertations; Content Analysis; Revision (Written Composition); Editing; Supervisors; Questionnaires; Interviews; Knowledge Level; Intellectual Disciplines; New Zealand; Australia + Suchen Sie Ihr Suchwort? Ausland; Geschriebene Sprache; Linguistics; Linguistik; Angewandte Linguistik; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Zweitsprachenerwerb; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Inhaltsanalyse; Korrektur; Redaktion; Textbearbeitung; Fragebogen; Interviewing; Interviewtechnik; Wissensbasis; Geisteswissenschaften; Neuseeland; Australien
Abstract	The focus of this article is on the written feedback that supervisors say they often give their second language (L2) doctoral students. Little is known about the focus of this feedback and about what supervisors consider as priorities in the early draft writing of dissertation chapters. Given the potentially different priorities and foci of supervisors in different disciplines and different contexts (Bitchener, Basturkmen, & East, 2010), this article reports the findings of an investigation into the content focus of the written feedback that 30 Applied Linguistics supervisors in New Zealand and Australian universities said they provide on early drafts of dissertation chapters. All supervisors completed a questionnaire and 26 were interviewed. Two broad areas of concern are identified: subject knowledge, coverage and argument; and aspects of the writing that need to be edited in some way. The article closes with recommendations for further research and suggestions for pedagogical application. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01