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Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries

Paran, Amos; Furneaux, Clare; Fairfax, Beverly; (2007) Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries. International Review of Applied Linguistics , 45 (1) pp. 69-94.

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Type: Article
Title: Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries
Language: English
Additional information: This study examines the feedback practices of 110 EFl teachers from five different countries (Cyprus, France, Korea, Spain, Thailand) working in secondary school contexts. All provided written feedback on the same student essay. A coding scheme was developed to analyse the feedback on two axes: the stance the teachers took and the focus of their feedback. The study shows that most teachers react as language teachers, rather than as readers of communication, and they overwhelmingly focus on grammar, assuming a Provider stance, in which the teacher provides the correct form rather than requires the student to do part of the work themselves. This item has been closed as the permission of the publisher has not been identified.
Keywords: Secondary school, France, Spain, Cyprus
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/10002414
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