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The aim of this paper is to discuss choices available to language practitioners in connection to corrective feedback in second language (L2) writing. Using the results of some empirical studies and prominent second language acquisition (SLA) theories on corrective feedback (CF), we will address the benefits and limitations of implicit and explicit feedback types, peer feedback and self-correction, reactive and proactive feedback, and finally focused and unfocused feedback. In each section, some practical recommendations are made to help L2 teachers better deal with CF in language learning classrooms.
SLA theories underpinning CF
Two theories that are widely used in L2 research on CF are Cognitive Approach and Sociocultural Theory (SCT). Continue Reading →
The objective of this research study was to analyze B.A. students’ writers’ identity based on their narratives. The theory for this research was based on the poststructuralist perspective of identity and on theoretical concepts for personal narratives. For the methodology, the Case Study approach was taken into account. Students argued that a writer creates stories and contexts. Hence, students see themselves as apprentices that like to write, but not as writers. For the participants, there is a difference between a teacher that writes and a writer, and also none of the participants mentioned academic texts as writing. For them, writing is related to tales, poetry, and fiction.
El objetivo de este estudio fue el de analizar la identidad como escritores de estudiantes de licenciatura en idiomas con base en sus narrativas. Continue Reading →