Contextualizing Feedback in L2 Writing: The Role of Teacher Scaffolding

Autor/inn/en	Li, Dongying; Zhang, Lian
Titel	Contextualizing Feedback in L2 Writing: The Role of Teacher Scaffolding
Quelle	In: Language Awareness, 31 (2022) 3, S.328-350 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Dongying) ORCID (Zhang, Lian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.1931261
Schlagwörter	Writing Instruction; Second Language Learning; Second Language Instruction; Metalinguistics; Teaching Methods; Error Correction; Feedback (Response); Scaffolding (Teaching Technique); Schemata (Cognition); Language Usage; Teacher Student Relationship; English (Second Language); Persuasive Discourse; Language Proficiency; Sociocultural Patterns; Language Tests; Majors (Students); Foreign Countries; Learning Processes; Student Attitudes; Essays; Accuracy; Writing Evaluation; China + Suchen Sie Ihr Suchwort? Schreibunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Cognition; Schema; Kognition; Sprachgebrauch; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Persuasion; Persuasive Kommunikation; Language skill; Language skills; Sprachkompetenz; Soziokulturelle Theorie; Language test; Sprachtest; Ausland; Learning process; Lernprozess; Schülerverhalten; Essay; Aufsatzunterricht
Abstract	For decades, there has been a debate over the effectiveness of written corrective feedback in second language writing pedagogy. Recently, research on the issue has gradually turned from whether to give corrective feedback in L2 writing to how it can be effective; however, pursuit for effective pedagogical practices are still underway. To address this issue, the study reports on how contextualized feedback through teacher scaffolding can be effectively provided in L2 argumentative writing instruction and thus promote integrated development of language and cognition. Multiple data were collected to track students' learning processes, including classroom recordings, teacher feedback on students' writing samples, and teacher-student individual writing conferences. Results revealed a significant improvement in students' L2 written language accuracy and rhetorical genre skills and an evident progress in their language use appropriateness, though the rates of development can be subjected to individual language proficiencies. Results of the study can inform the development of an effective L2 writing pedagogy while shedding light on EFL learners' argumentative writing developmental trajectories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01