{"title":"更广泛的覆盖面与更深入的处理?教师反馈意见的个人处理与合作处理的比较","authors":"Carrie Xin Peng, N. Storch, Ute Knoch","doi":"10.1177/13621688231214910","DOIUrl":null,"url":null,"abstract":"Despite the proliferation of research on how second language (L2) learners engage with feedback on L2 writing in recent years, little is known about how young and low-proficiency L2 learners process teacher feedback. The present study investigated how Chinese lower-secondary school learners of English as a foreign language (EFL) cognitively and behaviourally engaged with teacher feedback in two conditions: individual written languaging and collaborative oral languaging. Eighty-one students (aged 13–14 years, A1–A2 English proficiency) from two classes and two English teachers at a public lower-secondary school in China participated in this study. Comprehensive teacher feedback (focusing on language errors, content, and organization) was provided to students on three writing tasks completed over six weeks. Findings showed that collaborative processing of teacher feedback elicited students’ deeper cognitive processing, drew their attention to issues beyond linguistic errors and encouraged learner autonomy. On the other hand, individual written languaging promoted students’ noticing of teacher feedback in their languaging process, although with a primary focus on grammar and mechanics. Written languaging also enabled students to act on more teacher feedback points in their revisions than the collaborative processing condition. Pedagogical implications from the comparison of the two feedback processing conditions are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"11 4","pages":""},"PeriodicalIF":3.3000,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Greater coverage vs. deeper processing? Comparing individual and collaborative processing of teacher feedback\",\"authors\":\"Carrie Xin Peng, N. Storch, Ute Knoch\",\"doi\":\"10.1177/13621688231214910\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Despite the proliferation of research on how second language (L2) learners engage with feedback on L2 writing in recent years, little is known about how young and low-proficiency L2 learners process teacher feedback. The present study investigated how Chinese lower-secondary school learners of English as a foreign language (EFL) cognitively and behaviourally engaged with teacher feedback in two conditions: individual written languaging and collaborative oral languaging. Eighty-one students (aged 13–14 years, A1–A2 English proficiency) from two classes and two English teachers at a public lower-secondary school in China participated in this study. Comprehensive teacher feedback (focusing on language errors, content, and organization) was provided to students on three writing tasks completed over six weeks. Findings showed that collaborative processing of teacher feedback elicited students’ deeper cognitive processing, drew their attention to issues beyond linguistic errors and encouraged learner autonomy. On the other hand, individual written languaging promoted students’ noticing of teacher feedback in their languaging process, although with a primary focus on grammar and mechanics. Written languaging also enabled students to act on more teacher feedback points in their revisions than the collaborative processing condition. Pedagogical implications from the comparison of the two feedback processing conditions are discussed.\",\"PeriodicalId\":47852,\"journal\":{\"name\":\"Language Teaching Research\",\"volume\":\"11 4\",\"pages\":\"\"},\"PeriodicalIF\":3.3000,\"publicationDate\":\"2023-12-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Teaching Research\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1177/13621688231214910\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Teaching Research","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1177/13621688231214910","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Greater coverage vs. deeper processing? Comparing individual and collaborative processing of teacher feedback
Despite the proliferation of research on how second language (L2) learners engage with feedback on L2 writing in recent years, little is known about how young and low-proficiency L2 learners process teacher feedback. The present study investigated how Chinese lower-secondary school learners of English as a foreign language (EFL) cognitively and behaviourally engaged with teacher feedback in two conditions: individual written languaging and collaborative oral languaging. Eighty-one students (aged 13–14 years, A1–A2 English proficiency) from two classes and two English teachers at a public lower-secondary school in China participated in this study. Comprehensive teacher feedback (focusing on language errors, content, and organization) was provided to students on three writing tasks completed over six weeks. Findings showed that collaborative processing of teacher feedback elicited students’ deeper cognitive processing, drew their attention to issues beyond linguistic errors and encouraged learner autonomy. On the other hand, individual written languaging promoted students’ noticing of teacher feedback in their languaging process, although with a primary focus on grammar and mechanics. Written languaging also enabled students to act on more teacher feedback points in their revisions than the collaborative processing condition. Pedagogical implications from the comparison of the two feedback processing conditions are discussed.
期刊介绍:
Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well. The journal is a venue for studies that demonstrate sound research methods and which report findings that have clear pedagogical implications. A wide range of topics in the area of language teaching is covered, including: -Programme -Syllabus -Materials design -Methodology -The teaching of specific skills and language for specific purposes Thorough investigation and research ensures this journal is: -International in focus, publishing work from countries worldwide -Interdisciplinary, encouraging work which seeks to break down barriers that have isolated language teaching professionals from others concerned with pedagogy -Innovative, seeking to stimulate new avenues of enquiry, including ''action'' research