Vuxna nybörjarstuderandes uppfattningar om skriftlig lärarrespons på skrivande i svenska som andraspråk

Main Article Content

Liivi Jakobson

Abstract

This study investigates how L2 beginner level students perceive written feedback from teachers on samples of their writing.  It centers on beginner learners (of which very little research exists) and covers two broad areas of feedback: Focus and Manner. Focus refers to the kind of areas the teachers concentrate on in their comments, e.g. content, while Manner refers to different ways of delivering feedback, e.g. suggestions. The data was collected from a web-based course in Swedish for immigrants in an online Learning Management System. A questionnaire was used where the students evaluated feedback categories on a Likert scale and thereafter, ranked the same categories.  Ranking, where different feedback categories are related to each other, has not been found in previous studies on feedback in the field of second language research. The results show that the students take feedback seriously. A large majority of students chose feedback on grammar as their first priority. They generally valued all feedback manners, but clearly preferred specific praise and specific criticism.  I then discuss the conclusions and pedagogical implications based on web-based learning contexts. In particular, I emphasize the importance of establishing a dialogue between students and teachers which enables an orientation towards new understanding. 

Article Details

How to Cite
Jakobson, L. (2020). Vuxna nybörjarstuderandes uppfattningar om skriftlig lärarrespons på skrivande i svenska som andraspråk. Educare - Vetenskapliga Skrifter, (4), 1–32. https://doi.org/10.24834/educare.2020.4.1
Section
Articles

References

Alshahrani, A., & Storch, N. (2014). Investigating teachers´ written corrective feedback practices in a Saudi EFL context: How do they align with their beliefs, institutional guidelines, and students´ preferences? ARAL, 37, 101–122. DOI 10.1075/aral.37.2.02als

Bachman, Palmer (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Ox-ford: Oxford University Press.

Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. New York/London: Routledge.

Black, P. & Dylan W. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, s. 1–25.

https://doi.org/10.1080/0969594X.2018.1441807

Burner, T. (2016). Formative assessment of writing in English as a foreign language. Scandinavian Jour-nal of Educational Research, 60, 626–648. DOI:10.1080/00313831.2015.1066430

Cohen, A. (1987). Student processing of feedback on their compositions. In A. L.Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 57–69). Englewood Cliffs, NJ: Prentice Hall.

Connor, U. (1996). Contrastive rhetoric. Cross-cultural aspects of second-language writing. Cambridge: Cambridge University Press.

Denscombe, M. (2010). Forskningens grundregler. Samhällsforskarens handbok i tio punkter (2. uppl.). Lund: Studentlitteratur.

Diab, R. (2005). Teachers’ and students’ beliefs about responding to ESL writing: A case study. TESL Canada Journal, 23, 28–43. DOI: https://doi.org/10.18806/tesl.v23i1.76

Dörnyei, Z. (2010). Questionnaires in second language research. Construction, administration and processing (2. uppl.). New York/London: Taylor& Frances.

Ejlertsson, G. (1996). Enkäten i praktiken: en handbok i enkätmetodik. Lund: Studentlitteratur.

Evans, C. (2012). Carol 2012. Making sense of assessment feedback in higher education. Review of Edu-cational Research, 83, 1, s. 70–120.

Ferris, D. R. (1995). Student reactions to teacher response in multiple–draft composition classrooms. TESOL Quarterly, 29, 33–53. DOI: 10.2307/3587804

Jakobson, L. (2015). Holistic perspective on feedback for adult beginners in an online course of Swedish. Apples - Journal of Applied Language Studies, 9, 51–71.

Jakobson, Liivi (2018). Teacher written feedback on adult beginners’ writing in a second language. Research gaps and theoretical perspectives. ITL – International Journal of Applied Linguistics, 169, 235–261.

Jakobson, Liivi (2019) Skriftlig lärarrespons för vuxna nybörjare i svenska som andraspråk: teoretiska perspektiv, responspraktik och uppfattningar. Doktorsavhandling. Göteborgs universitet. Göteborgs-studier i nordisk språkvetenskap 25.

Jones, J. & Dylan W. (2008). Modern foreign languages inside the black box. Assessment for learning in the modern foreign languages classroom. King’ s College London: GL Assessment.

Gadamer, H.–G. (1986). Wahrheit und Methode. Ergänzungen. Register. Tübingen: J.C.B. Mohr (Paul Sie-beck).

Goldstein, L. M. (2016). Making use of teacher written feedback. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp. 407–430). Boston/Berlin: De Gruyter.

Guénette, D. (2007). Is feedback pedagogically correct? Research design issues in studies of feedback on writing. Journal of second Language Writing, 16, 40–53. https://doi.org/10.1016/j.jslw.2007.01.001

Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77, 81–122. DOI: 10.3102/003465430298487

Hedgcock, J., & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing, 3, 141–163. https://doi.org/10.1016/1060-3743(94)90012-4

Hedgcock, J., & Lefkowitz, N. (1996). Some input on input: Two analyses of student response to ex-pert feedback on L2 writing. Modern Language Journal, 80, 287–308. https://doi.org/10.1111/j.1540-4781.1996.tb01612.x

Hyland, F. (2001). Providing effective support: investigating feedback to distance language learners. Open Learning, 16, 233–247. DOI: 10.1080/02680510120084959

Hyland, F. (2003). Focusing on form: student engagement with teacher feedback. System, 31, 217–230. https://doi.org/10.1016/S0346-251X(03)00021-6

Hyland, F., & Hyland, K. (2001). Sugaring the pill. Praise and criticism in written feedback. Journal of Second Language Writing, 10, 185–212. DOI: 10.1016/S1060-3743(01)00038-8.

Hyland, K. (2013). Student perceptions of hidden messages in teacher written feedback. Studies in Educational Evaluation, 39, 180–187. https://doi.org/10.1016/j.stueduc.2013.06.003

Hyland, K., & Hyland, F. (2010). Interpersonal aspects of response: Constructing and interpreting teacher written feedback. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing. Con-texts and issues (2. uppl.) (pp. 206–224). New York: Cambridge University Press.

Hyltenstam, K., & Abrahamsson, N. (2003). Maturational constraints in SLA. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 539–588). Malden, MA: Wiley–Blackwell.

Kronholm-Cederberg, A. (2009). Skolans responskultur som skriftpraktik (Doktorsavhandling). Åbo: Åbo akademis förlag.

Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13, 285–312. doi:10.1016/j.jslw.2004.08.001

Lee, I. (2005). Error correction in the L2 writing classroom: What do students think? TESL Canada Journal, 22, 1–16. DOI: https://doi.org/10.18806/tesl.v22i2.84

Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary class-rooms. Journal of Second Language Writing, 17, 69–85. https://doi.org/10.1016/j.jslw.2007.10.001

Lee, J., Buckland. D & Shaw, G. (1998). The Invisible Child. London: CILT.

Leki, I. (1991). The preferences of ESL students for error correction in college-level writing classes. Foreign Language Annals, 24, 203–218. https://doi.org/10.1111/j.1944-9720.1991.tb00464.x

Leki, I. (2006). Negotiating socioacademic relations: English learners’ reception by and reaction to college faculty. Journal of English for Academic Purposes, 5, 136–152. https://doi.org/10.1016/j.jeap.2006.03.003

Lincoln, Y. S. & Guba, E. (1985). Naturalistic Inquiry. London: Sage.

Lunsford, R.F., & Straub, R. (2006). Twelve readers reading: A survey of contemporary teachers´ commenting strategies. In R. Straub (Ed.), Key works on teacher response (pp. 159–189). Portsmouth, NH: Boynton/Cook Heinemann.

McMartin-Miller, C. (2014). How much feedback is enough?: Instructor practices and student attitudes toward error treatment in second language writing. Assessing Writing, 19, 24–35. https://doi.org/10.1016/j.asw.2013.11.003

Montgomery, J. L. & Baker, W. (2007). Teacher–written feedback: Student perceptions, teacher self–assessment, and actual teacher performance. Journal of Second Language Writing, 16, 82–99. https://doi.org/10.1016/j.jslw.2007.04.002

Patton, Q. M. (2015). Qualitative research & evaluation methods: Integrating theory and practice: the definitive text of qualitative inquiry frameworks and options. Thousand Oaks, California: SAGE Publications.

Pålsson-Gröndahl, K. (2015). EFL Pupils’ Understanding and Use of Teacher Written Feedback. A case study in two Swedish lower secondary classrooms. (Licentiatavhandling) Stockholm: Stockholms universitet.

Saito, H. (1994). Teachers’ practices and students’ preferences for feedback on second language writ-ing: A case study of adult ESL learners. TESL Canada Journal, 11, 46–70. DOI: https://doi.org/10.18806/tesl.v11i2.633

Séror, J. (2009). Institutional forces and L2 writing feedback in higher education. The Canadian Modern Language Review, 66, 203–232. https://doi.org/10.3138/cmlr.66.2.203

Sheen, Y. (2011). Corrective feedback, individual differences and second language learning. London: Springer.

Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206–226. https://doi.org/10.1017/S0267190500002476

Schmidt, R. (2010). Attention, awareness, and individual differences in language learning. In W. M. Chan, S. Chi, K. N. Cin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker (Eds.), Proceedings of CLaSIC 2010 (pp. 721–737). Singapore, December 2-4. Singapore: National University of Singa-pore, Centre for Language Studies.

Schulz, R. (1996). Focus on form in the foreign language classroom: Students´ and teachers´ views on error correction and the role of grammar. Foreign Language Annals, 29, 343–364. https://doi.org/10.1111/j.1944-9720.1996.tb01247.x

Skolverket (2016). Kommunal vuxenutbildning i svenska för invandrare. Kursplan och kommentarer. Stockholm: Solverket.

Storch, N. (2010). Critical feedback on written corrective feedback research. International Journal of English Studies, 10, 29–46. DOI: https://doi.org/10.6018/ijes/2010/2/119181

Straub, R. (2000). The practice of response: Strategies for commenting on student writing. Cresskill, NJ: Hampton Press.

Sugita, Y. (2006). The impact of teachers’ comment types on students’ revision. ELT Journal, 60, 34–41. DOI: 10.1093/elt/cci079

Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371–391. DOI: 10.1093/applin/16.3.371

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327–369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x

White, C. (2003). Language Learning in Distance Education. Cambridge: Cambridge University Press.