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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/84935

    Title: A Review of Composition Teachers' Written Feedback from Learners' Perspectives
    Authors: Huang, Yi-ping;黃怡萍
    Contributors: 淡江大學多元文化與語言學系
    Keywords: 教師回饋;英文作文;英文寫作;英語教學;寫作教學;師生互動;教學方法;Teacher Feedback;English Composition;English Writing;English Teaching;Writing Teaching;Teacher-Student Interaction;Teaching Method
    Date: 2001-11
    Issue Date: 2013-03-27 10:36:28 (UTC+8)
    Publisher: 臺北市 : 文鶴出版公司
    Abstract: A considerable number of the studies have examined the issues on themanners and effects of teacher written feedback from the perspectivesof the teachers, but few studies have been conducted from theviewpoints of the students. To bridge the gap between these twoperspectives, we synthesized thirteen studies on student processing ofteacher written feedback in the ESL/EFL contexts. The findingsrevealed that student preference for and reaction to the commentariesprovided by the L2 teachers varied differently from classes toclasses, from individuals to individuals. The mixed results might beattributed to contextual, annotation, and affective factors. Eachfactor would be discussed in detail, followed by a critique onmethodology. It is suggested that such previous studies are worthwhileto be replicated in Taiwan with more rigorous research designs andwith more expanded scopes. Finally, pedagogical implications wereaddressed.
    Relation: Proceedings of the Tenth International Symposium on English Teaching=第十屆中華民國英語文教學國際研討會論文集, pp.456-465
    Appears in Collections:[多元文化與語言學系] 會議論文

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