Writing teacher feedback literacy: Surveying second language teachers’ knowledge, values, and abilities

IF 5 1区 文学 Q1 LINGUISTICS Journal of Second Language Writing Pub Date : 2024-01-16 DOI:10.1016/j.jslw.2024.101094
Icy Lee , Zhicheng Mao
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Abstract

Despite a significant rise in awareness of the critical role of assessment literacy, teacher feedback literacy as an important component of assessment literacy has received scant attention in the domain of second language (L2) writing. By drawing on questionnaire data gathered from 353 English as a foreign language teachers and follow-up interviews with 34 focal teachers, this study attempts to ascertain L2 writing teachers’ self-reported feedback literacy in relation to their knowledge, values, and abilities regarding feedback. Findings of the study reveal both deficiencies and gaps in the participants’ writing feedback literacy. While the respondents reported a fundamental understanding of writing teacher feedback literacy, they appeared less certain of their abilities to implement feedback practices in the writing classroom. Despite this uncertainly, they held values about feedback that largely align with the principles supported by existing literature. The current study serves to make a novel contribution to existing research by shedding light on the underexplored concept of L2 writing teacher feedback literacy, with clear implications for the delivery of feedback training in teacher education programs.

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写作教师反馈素养:调查第二语言教师的知识、价值观和能力
尽管人们对评价素养的关键作用的认识有了很大提高,但作为评价素养重要组成部分的教师反馈素养在第二语言(L2)写作领域却很少受到关注。本研究通过对 353 名英语作为外语的教师进行问卷调查,并对 34 名重点教师进行跟踪访谈,试图确定 L2 写作教师自我报告的反馈素养与他们在反馈方面的知识、价值观和能力的关系。研究结果显示,受访者的写作反馈素养既有不足,也有差距。虽然受访者对写作教师的反馈素养有基本的了解,但他们似乎不太确定自己在写作课堂上实施反馈实践的能力。尽管存在这种不确定性,但他们所持有的反馈价值观与现有文献所支持的原则基本一致。本研究对现有研究做出了新的贡献,揭示了中级写作教师反馈素养这一尚未被充分探索的概念,对教师教育项目中的反馈培训具有明确的意义。
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Dolores Fernández-Pérez, Arturo Gómez-Guillén, Irene Talavera, Marta Nieto, Jorge J Ricarte, Laura Ros
来源期刊
CiteScore
8.80
自引率
13.10%
发文量
50
审稿时长
59 days
期刊介绍: The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions that represent a significant contribution to current understandings of central issues in second and foreign language writing and writing instruction. Some areas of interest are personal characteristics and attitudes of L2 writers, L2 writers'' composing processes, features of L2 writers'' texts, readers'' responses to L2 writing, assessment/evaluation of L2 writing, contexts (cultural, social, political, institutional) for L2 writing, and any other topic clearly relevant to L2 writing theory, research, or instruction.
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