Abstract:

The purpose of this paper is to describe theoretical and practical considerations related to the provision of feedback in the written compositions of advanced level foreign language learners, as exemplified by second year (semester 7-8) students of French. The paper begins by discussing the approach taken to teaching and assessing writing skills of students at Monash University. It then proceeds to a consideration of how using a computer-based composition annotation program, Markin32, can contribute to the reduction of correction loads for instructors and the improvement of the quality and usefulness of composition feedback for students.

Author: Jack Burston