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

Furneaux, C; Paran, A; Fairfax, B; (2007) Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries. IRAL - International Review of Applied Linguistics in Language Teaching , 45 (1) pp. 69-94. 10.1515/IRAL.2007.003.

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Abstract

This study examines the feedback practices of 110 EFL teachers from five different countries (Cyprus, France, Korea, Spain, and Thailand), working in secondary school contexts. All provided feedback on the same student essay. The coding scheme developed to analyse the feedback operates on two axes: the stance the teachers assumed when providing feedback, and the focus of their feedback. Most teachers reacted as language teachers, rather than as readers of communication. The teachers overwhelmingly focused on grammar in their feedback and assumed what we called a Provider role, providing the correct forms for the student. A second role, Initiator, was also present, in which teachers indicate errors or issues to the learner but expect the learner to pick this up and work on it. This role was associated with a more even spread of feedback focus, where teachers also provided feedback on other areas, such as lexis, style and discourse. © Walter de Gruyter 2007.

Type: Article
Title: Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries
DOI: 10.1515/IRAL.2007.003
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1497744
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