Student Perceptions of Dynamic Written Corrective Feedback in Developmental Multilingual Writing Classes

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Kendon Kurzer

Abstract

In this project, I investigated student perceptions of Dynamic Written Corrective Feedback (Evans, Hartshorn, McCollum, &Wolfersberger, 2010), a specific method of providing accuracy feedback, in developmental writing classes for multilingual students. Via a quasi-experimental design using treatment and control sections of this developmental writing program’s three levels, I collected and contrasted survey data from a total of 145 students. I then interviewed three students (one international and two generation 1.5) representing a range of perceptions of DWCF. Participants generally appreciated and valued DWCF, especially as a complement to a grammar textbook, and students of classes that used DWCF reported higher scores on most survey items, such as quality of grammar feedback and general class instruction. I also present students’ pedagogical suggestions for better integration of DWCF in writing classes.

Article Details

How to Cite
Kurzer, K. (2018). Student Perceptions of Dynamic Written Corrective Feedback in Developmental Multilingual Writing Classes. Journal of Response to Writing, 4(2). Retrieved from http://journalrw.org/index.php/jrw/article/view/124
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Featured Articles
Author Biography

Kendon Kurzer, University of California, Davis

Lecturer, University Writing Program