Investigating Teacher Written Corrective Feedback as a Formative Assessment Tool

Autor/inn/en	Said, Khalid; Mouzrati, Abdelouahid El
Titel	Investigating Teacher Written Corrective Feedback as a Formative Assessment Tool
Quelle	In: Arab World English Journal, 9 (2018) 4, S.232-241 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Said, Khalid) ORCID (Mouzrati, Abdelouahid El)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Feedback (Response); Written Language; Teacher Student Relationship; Language Teachers; Teacher Attitudes; Second Language Learning; Second Language Instruction; English (Second Language); Error Correction; Teaching Methods; Formative Evaluation; Correlation; Writing Evaluation; Writing Instruction; Foreign Countries; Morocco + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; Lehrerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Schreibunterricht; Ausland; Marokko
Abstract	The present study seeks to lay the foundations for a firmly-grounded understanding of Written Corrective Feedback (WCF) as a Formative Assessment (FA) tool through student writing. More specifically yet, it is concerned with examining the intricate correlation between Moroccan English Language Teachers' (ELT) attitudes and practices with respect to the way they understand and apply FA by means of WCF on students' written productions. To that end, the study seeks to investigate this issue in the light of the following guiding questions: What beliefs do Moroccan ELT teachers hold about FA and WCF? How do these teachers provide WCF to their students during the writing lesson? To address these questions, we have opted for a mixed method approach that includes questionnaires for 110 teachers, document analysis of 30 writing productions and a follow- up semi-structured interviews with teachers. Date has been interpreted through an Explanatory Sequential Design. Inspired by Lee's (2009) analytical model and Perumanathan (2014) study, major findings have been presented regarding mismatches. These findings have revealed strong mismatches between teachers espoused beliefs concerning WCF, as a formative assessment tool, and their actual classroom practices. Finally, the study sets some implications for teachers, supervisors underlining the implementation of WCF in classroom practices. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01