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

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.

Keywords


response; critical reflection;corrective feedback; French; advanced courses

Full Text:

PDF

Refbacks

  • There are currently no refbacks.