Error correction for English language learner's (ELL) writing has long been debated in the field of teaching English to learners of other languages (TESOL). Some researchers say that written corrective feedback (WCF) is beneficial, while others contest. This study takes a look at the manageability of the innovative strategy Dynamic Written Corrective Feedback (DWCF) and asks what factors influence the manageability of the strategy (including how long marking sessions take on average) and what suggestions experienced teachers of DWCF have. The strategy has shown to be highly effective in previous studies, but its manageability has recently been in question. A qualitative analysis of the manageability of DWCF was done via interviews of experienced teachers that have used DWCF and the author's experience and reflections using the strategy. The results indicate that this strategy can be manageable with some possible adaptions and while avoiding some common pitfalls.
| Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-7681 |
| Date | 01 March 2017 |
| Creators | Messenger, Rachel A. |
| Publisher | BYU ScholarsArchive |
| Source Sets | Brigham Young University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Theses and Dissertations |
| Rights | http://lib.byu.edu/about/copyright/ |
Page generated in 0.0018 seconds