Exploring Novice And Experienced Teachers’ Beliefs And Practices Of Written Feedback
Abstract
This study explored written feedback beliefs and practices and their underlying factors from one novice and one experienced ESL teacher. The study adopted a case study approach. Data were collected over 15 weeks through two semi-structured interviews, three stimulated recall interviews based on three sets of student writing analyses, and three classroom observations. Ten student portfolios, including each teacher’s written feedback practices over a semester, were also examined. Teachers’ written feedback on the student writing was grouped based on the scheme by Ferris (2007). The analyses revealed that both participants opted to provide written feedback for several reasons. Additionally, both teachers gave comprehensive corrective written feedback throughout the term for a variety of reasons. The most salient motives behind the practices and beliefs were: i teachers’ attitudes towards writing and errors, and the roles of teacher and students in writing; ii pre-service teacher education and experience; and iii school policies.
Keywords
References
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