Chapter 8. The language learning potential of form-focused feedback on writing
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Fiona Hyland
Abstract
This chapter uses a case study approach to look at students’ and teacher’s perceptions of the language learning potential of form-focused feedback on writing. It explores the ways in which motivated students used form-focused feedback on their writing by purposefully exploiting the opportunities for consciousness-raising, noticing and further practice that it provided. It is argued that feedback use was not a passive process of teachers giving feedback and students using it to correct their papers. Instead students were actively engaged in defining their own learning needs and deciding how the feedback could best be utilised to achieve their language learning goals. It is suggested that such active student participation and engagement is crucial if the language learning potential of feedback is to be fully exploited in learning-to-write contexts.
Abstract
This chapter uses a case study approach to look at students’ and teacher’s perceptions of the language learning potential of form-focused feedback on writing. It explores the ways in which motivated students used form-focused feedback on their writing by purposefully exploiting the opportunities for consciousness-raising, noticing and further practice that it provided. It is argued that feedback use was not a passive process of teachers giving feedback and students using it to correct their papers. Instead students were actively engaged in defining their own learning needs and deciding how the feedback could best be utilised to achieve their language learning goals. It is suggested that such active student participation and engagement is crucial if the language learning potential of feedback is to be fully exploited in learning-to-write contexts.
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface ix
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Introduction
- Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing 3
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Part I. Learning-to-write and writing-to-learn
- Chapter 2. Learning to write 17
- Chapter 3. Writing to learn in content areas 37
- Chapter 4. Writing to learn the language 61
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Part II. Learning-to-write and writing-to-learn
- Chapter 5. Learning to write in a second language 85
- Chapter 6. Writing to learn and learning to write by shuttling between languages 111
- Chapter 7. Beyond writing as language learning or content learning 133
- Chapter 8. The language learning potential of form-focused feedback on writing 159
- Chapter 9. Writing to learn in FL contexts 181
- Chapter 10. Exploring the learning potential of writing development in heritage language education 209
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Conclusion
- Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing 237
- Contributors’ biodata 251
- Authors index 255
- Thematic index 259
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface ix
-
Introduction
- Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing 3
-
Part I. Learning-to-write and writing-to-learn
- Chapter 2. Learning to write 17
- Chapter 3. Writing to learn in content areas 37
- Chapter 4. Writing to learn the language 61
-
Part II. Learning-to-write and writing-to-learn
- Chapter 5. Learning to write in a second language 85
- Chapter 6. Writing to learn and learning to write by shuttling between languages 111
- Chapter 7. Beyond writing as language learning or content learning 133
- Chapter 8. The language learning potential of form-focused feedback on writing 159
- Chapter 9. Writing to learn in FL contexts 181
- Chapter 10. Exploring the learning potential of writing development in heritage language education 209
-
Conclusion
- Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing 237
- Contributors’ biodata 251
- Authors index 255
- Thematic index 259
