Feedback in L2 writing: Issues, challenges and future directions
Dr. Icy Lee
The Chinese University of Hong Kong
Thursday, May 28, 2015
3:00 – 4:30 pm
Faculty of Education, Room 1139 (Community Room)
All are welcome. Refreshments will be served.
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Abstract: In a number of L2 contexts, writing teachers respond to single drafts of student writing, focus inordinately on errors, and dominate the entire feedback process. While such feedback approaches are considered ineffective and outdated, they are still being embraced as rules of thumb particularly in EFL contexts. With recent feedback research in L2 writing that generates useful insights about best feedback principles, and with a paradigm shift in assessment that places a greater emphasis on assessment for and as learning (i.e. using assessment to promote learning and to develop students’ self-monitoring capacity), such conventional feedback approaches are becoming more and more untenable, and change is warranted. Drawing on my own research conducted in Hong Kong secondary classrooms that address a range of issues, including teachers’ beliefs and practices regarding feedback, students’ reactions to teacher feedback, and teachers’ attempts at feedback innovation, I examine the problems and challenges teachers face as they respond to student writing, discuss implications for practice and research, and conclude with future directions for teacher education on feedback in L2 writing.
Bio: Icy Lee is Professor in the Faculty of Education at The Chinese University of Hong Kong (CUHK). Her main research interests include second language writing and second language teacher education. She was formerly President of Hong Kong Association for Applied Linguistics and Chair of the Non-native English Speakers in TESOL (NNEST) Interest Section of TESOL International Association. Her publications have appeared in international journals such as Journal of Second Language Writing, TESOL Quarterly, Language Teaching, ELT Journal, Canadian Modern Language Review and System. She was a recipient of the 2013 TESOL Award for an Outstanding Paper on NNEST Issues, the 2010 TESOL Award for Excellence in Teaching, and the 1999 TESOL Award for Excellence in the Development of Pedagogical Materials. She was also a recipient of the 2008 Journal of Second Language Writing Best Paper Award for her article “Understanding teachers’ written feedback practices in Hong Kong secondary classrooms”.