Abstract:

From the perspective of sociocultural theories, individual writing conferences between a teacher and a student offer an optimal dialogical framework for negotiating and adjusting oral corrective feedback (CF) to L2 students’ developmental levels with the aim of enhancing students’ ability to self-correct. While some empirical findings support the use of negotiated CF, little research has examined the extent to which teachers negotiate CF with their students or the way they change their CF strategies in naturalistic writing conferences, especially in the Chinese EFL context. The current case study used and adapted regulatory scales for CF developed by Aljaafreh and Lantolf (1994) and by Erlam, Ellis, and Batstone (2013), to analyse teacher talk addressing linguistic errors in two writing conferences at a Chinese university. The two teachers were found to use very different approaches to providing CF. One teacher often began with implicit CF and gradually tailored her subsequent CF after eliciting the student’s responses. Contrastingly, the other teacher often diagnosed errors and supplied correction without inviting input from the student. The findings suggested that teachers’ beliefs about feedback, their goals of having writing conferences, availability of time resources, and the curriculum focus could impact their choice to negotiate CF with students.

Author: Ye Han, Fiona Hyland