Moving beyond corrective feedback: (Re)engaging with student writing in L2 through audio response

Main Article Content

Jennifer Ahern-Dodson Deborah Reisinger

Abstract

This article examines teacher feedback on student compositions in an Advanced French Composition course at a Research 1 institution. Our study suggests that when teachers combine written corrective feedback with audio comments, their engagement in grading compositions may rise significantly. As teachers bring renewed energy to familiar responding practices, they shift from “grader” to “reader.” These findings have important implications for teacher training and the role of feedback in L2 courses.

Article Details

How to Cite
Ahern-Dodson, J., & Reisinger, D. (2017). Moving beyond corrective feedback: (Re)engaging with student writing in L2 through audio response. Journal of Response to Writing, 3(1). Retrieved from http://journalrw.org/index.php/jrw/article/view/71
Section
Teaching Articles
Author Biographies

Jennifer Ahern-Dodson, Duke University

Assistant Professor of the Practice in Writing Studies. Associate Director, Language, Arts + Media Program, Duke University.

Deborah Reisinger, Duke University

Assistant Professor of the Practice in Romance Studies. Director, Cultures and Languages across the Curriculum, Duke University