Date of Award

5-2020

Culminating Project Type

Thesis

Degree Name

English: Teaching English as a Second Language: M.A.

Department

English

College

College of Liberal Arts

First Advisor

Michael Schwartz

Second Advisor

Edward Sadrai

Third Advisor

James Heiman

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

Written corrective feedback, feedback, teacher practice

Abstract

Responding to student writing has been studied in both second language (L2) writing and first language writing. However, the intersection of these two fields, especially with regard to practicing teachers has not been studied thoroughly. This study sought to describe the feedback practices of instructors in an Intensive English Program, English language Bridge program and a First Year Composition program. The data was collected using an online survey, one on one interviews. In addition, the interview participants samples of student work with the participants’ commentary, which were then analyzed. The survey portion revealed what may be some differences in how different instructors in a pathway program approach feedback. The interview and teacher comments provided insights the process that each group undertakes when making comments on student work. Along with these results, there is some discussion of the programmatic implications for the pathway program at the host institution.

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