Written Corrective Feedback and Its Challenges for Pre-Service ESL Teachers
- 1 May 2013
- journal article
- Published by University of Toronto Press Inc. (UTPress) in The Canadian Modern Language Review / La revue canadienne des langues vivantes
- Vol. 69 (2), 129-153
- https://doi.org/10.3138/cmlr.1346
Abstract
This study explored the emerging corrective feedback (CF) practices of a group of 18 pre-service English as a second language (ESL) teachers. Serving as tutors to a group of 61 high school ESL learners during a school semester, the pre-service teachers provided CF on texts written by the learners and exchanged via e-mail. The authors analyzed the types of CF they used and the types of errors they chose to focus on, along with the factors that explained their choices. Quantitative analyses of the frequency distribution of CF types relative to error types and qualitative analyses of data collected through journals and interviews confirmed that, similar to their in-service colleagues, pre-service teachers overused direct corrections at the expense of more indirect CF strategies. Drawing on the challenges faced by the pre-service teachers, the authors highlight the importance of implementing such opportunities for pre-service teachers to engage with and reflect on their emerging CF practices.Keywords
This publication has 37 references indexed in Scilit:
- Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for changeLanguage Teaching Research, 2010
- Editorial: Researching language teacher educationLanguage Teaching Research, 2010
- Toward a Taxonomy of Written Errors: Investigation Into the Written Errors of Hong Kong Cantonese ESL LearnersTESOL Quarterly, 2010
- Improving accuracy is not the only reason for writing, and even if it were…System, 2009
- Evidence in support of written corrective feedbackJournal of Second Language Writing, 2008
- A response to TruscottJournal of Second Language Writing, 2004
- Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and doLanguage Teaching, 2003
- Focus on grammatical form: explicit or implicit?System, 2002
- Multiple Regression Approach to Analyzing Contingency Tables: Post Hoc and Planned Comparison ProceduresThe Journal of Experimental Education, 1995
- Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal DevelopmentThe Modern Language Journal, 1994