Enhancing Students’ Utilization of Written Corrective Feedback Through Teacher-Student Writing Conferences: A Case Study in English Writing Instruction (75153)

Session Information: Higher Education
Session Chair: Madeleine Mejia

Wednesday, 27 March 2024 16:55
Session: Session 5
Room: Room 702
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Previous studies have confirmed the positive impact of teacher-student writing conferences on students' engagement in the writing process and their writing abilities (Hum, 2021; Nosratinia & Nikpanjeh, 2019; Wong, 1996; Yeh, 2016, 2019). However, due to practical constraints such as time limitations, this instructional activity is not fully utilized in writing classrooms (Alfalagg, 2020). Therefore, to address this research gap, the purpose of this study was to explore several aspects of teacher-student writing conferences. Data collection methods included transcripts of audio recordings of teacher-student writing conferences, students’ post-conference journals, and open-ended questionnaires. The participants of this study were sophomore students enrolled in an English writing course for a duration of one school year.

Key research findings are as follows: Firstly, in terms of meaning negotiation, students attempted to clearly understand the corrective feedback provided by the teacher-researcher twice as often as the teacher-researcher attempted to clearly understand the students' writing content. Secondly, the most commonly used scaffolding technique in the conferences was prompting (indirect feedback). Thirdly, the majority of participants believed that teacher-student writing conferences had a positive impact on their writing abilities. Fourthly, most students preferred direct feedback from the teacher-research as it directly pointed out their errors and saved them time in revision. However, some students still preferred indirect feedback, as they believed it encouraged them to think and self-correct. Based on the research findings, this study proposes effective teaching recommendations for English writing instruction aimed at optimizing teaching strategies and enhancing students' writing abilities.

Jui-Jung Tsao, Ming Chuan University, Taiwan

About the Presenter(s)
Dr Jui-Jung Tsao is a University Assistant Professor/Lecturer at Ming Chuan University in Taiwan

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00