Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education

Daron Benjamin Loo (2022) Unfocused written corrective feedback for academic discourse: the sociomaterial potential for writing development and socialization in higher education. Journal of Language and Education (JLE), 8 (4). pp. 194-199. ISSN 2411-7390

	Text Abstract.pdf Download (38kB)
	Text Fulltext.pdf Restricted to Registered users only Download (199kB) \| Request a copy

URL: https://jle.hse.ru/article/view/12996

Abstract

Background. There is a prevailing belief that unfocused written corrective feedback may not be suitable to promote students’ academic writing development. Purpose. This perspective piece demonstrates how unfocused written corrective feedback reflects the principles of sociomateriality, which views learning as dynamic. Perspectives. Unfocused written corrective feedback has the potential to support university students’ academic discourse socialization. This perspective is based on the observation that actual written corrective feedback in a classroom setting is varied and contextual, and not focused on any particular grammar form or writing feature. Conclusion. Unfocused written corrective feedback represents an optimal approach to support university students’ awareness and engagement with variables found in their learning ecology. These variables can support students’ academic writing development.

Item Type:	Article
Keyword:	Unfocused feedback, Sociomaterial approach, Academic socialization, Learning ecology
Subjects:	L Education > LB Theory and practice of education > LB5-3640 Theory and practice of education > LB2300-2430 Higher education
Department:	CENTRE > Centre for the Promotion of Knowledge and Language Learning
Depositing User:	SITI AZIZAH BINTI IDRIS -
Date Deposited:	16 Jun 2023 20:57
Last Modified:	21 Jun 2023 09:24
URI:	https://eprints.ums.edu.my/id/eprint/35648

Actions (login required)

View Item