E. Ene – T.A. Upton, Synchronous and asynchronous teacher electronic feedback and learner uptake in ESL composition, ”Journal of Second Language Writing”, 41, 2018, pp. 1-13

Valentina Morgana*

*Corresponding author

Research output: Contribution to journalLiterature review

Abstract

The paper investigates the quality and effec- tiveness of teacher electronic feedback (TEF) in English as second language writing both in asynchronous and synchronous settings at uni- versity level. Asynchronous TEF was provided as Word comments and track changes on draft papers while synchronous TEF was offered mainly using text chats. The study followed a corpus based mixed-method approach, comple- menting quantitative data with qualitative sur- vey and interview data on learner and teacher perceptions of TEF. In the analysis authors also discuss the link between the use and value of TEF in relation to teachers’ L2 writing pedago- gy. Results show that the combination of syn- chronous and asynchronous TEF has a positive impact on teachers and students’ perceptions and can support second language acquisition writing.
Original languageEnglish
Pages (from-to)160-160
Number of pages1
JournalL'ANALISI LINGUISTICA E LETTERARIA
Volumexxvii
Publication statusPublished - 2019

Keywords

  • Corrective Feedback
  • English as Foreign Language
  • English as Second Language

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