Teacher written feedback on adult beginners’ writing in a second language
Research gaps and theoretical perspectives
Article outline
- Introduction
- Beginners
- Language proficiency
- Why is feedback on beginning L2 writing important?
- A critical review of inquiries about teacher feedback on writing in second language research
- Studies within the cognitive perspective
- Scholars’ suggestions about WCF related to lower language proficiency levels
- Studies concerning adult beginners’ writing
- Studies within the sociocultural perspective
- The relevance of teacher written feedback to some SLA theories
- The concept of ‘readiness’
- Processability Theory
- Sociocultural Theory
- Summarizing comments
- An alternative framework for analyzing teacher feedback
- Background: Bridging the gap debate
- Processability Theory
- Sociocultural Theory
- A possible alternative to relativism
- Summarizing comments
- Towards a holistic approach concerning teacher written feedback
- Teachers’ feedback practice
- Suggested directions for further research
- Acknowledgments
- Notes
-
References
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