Students’ decisions about the teacher’s types of written feedback on short stories in English
Abstract: This study examines feedback provided by an English teacher to Chilean secondary student texts, in the context of writing short stories collaboratively in an English as a foreign language class. The study aimed to analyze students’ decisions about the teacher’s types of...
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| Auteurs principaux: | , |
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| Langue: | English |
| Publié: |
Universidad de La Serena/Facultad de Humanidades. Departamento de Artes y Letras.
2018
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| Accès en ligne: | http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0719-32622018000200248 |
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| Résumé: | Abstract: This study examines feedback provided by an English teacher to Chilean secondary student texts, in the context of writing short stories collaboratively in an English as a foreign language class. The study aimed to analyze students’ decisions about the teacher’s types of feedback on their short stories. For this investigation, and under the context of qualitative research, there were analyzed 6 consecutive drafts of the students’ short stories, of a public high school in Chile. This is a qualitative research with an action research design. The data collected was analyzed using Straub and Lunsford (1995) categories to describe the impact of the teacher’s written feedback on students’ decisions. In terms of students’ decisions, participant students adopted most of the teacher’s comments. The student’s texts evidenced progress, but still, regardless the feedback provided, they presented some grammatical and organizational issues. |
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