Esl Case Study

T eachers Practices and Students Preferences for Feedback on Second Language Writing: A Case Study of Adult ESL Learners Hiroko Saito The first go against of this vie field investigated the fit between instructors practices and students preferences for feedback and the students strategies for handling feedback on their pen work. The second part of this study foc apply on students knowledge of intellection immediates for their writing, an advance(a) preliminary used in their ESL writing folkes, chase Bereiter and Scardamalias idea of procedural facilitation (1987). Thirty-nine students in ESL intensive courses and an ESL technology writing class were asked to fill out a questionnaire concerning feedback and thinking prompts. In addition, three classes were observed to consider how each teacher used feedback and thinking prompts in their classes and for responding to students writings. The results show that students preferred teacher feedback (tea cher subject, teacher correction with comments, error identification, commentary, teacher-students conferencing) to non-teacher feedback (peer correction and self correction), though the three teachers used nonteacher feedback frequently in their classes. These students strategies for handling feedback vary depending on the type of feedback each teacher gave on the students paper. Among the thinking prompts, students found the rule prompt most useful and the LUL2 analogy prompt least useful. The results invoke that the extent to which the thinking prompts be integrated in the class and students conceptualize them is reflected in their attitudes toward thinking prompts. INIRODUcrION Over the past twenty years, studies of language fosterage cast given considerable attention to the issue of how to provide feedback to students writing. However, in that location are still questions of what would be the most rough-and-ready approach to improve students wr iting skill and what approach would fit...I! f you indigence to get a full essay, order it on our website: OrderEssay.net

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