Managing Dynamic Written Corrective Feedback: Perceptions of Experienced Teachers

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Rachel Anna Messenger Norman W Evans K. James Hartshorn

Abstract

Error correction for English language learner’s (ELL) writing has long been debated in the field of teaching English to learners of other languages (TESOL).  Some researchers say that marking all errors with written corrective feedback (WCF) is not manageable, while others contest.  This study examines the manageability of the innovative strategy Dynamic Written Corrective Feedback (DWCF), which has a more comprehensive approach to error feedback, and asks what factors influence the manageability of the strategy (including how long marking sessions take on average) and what suggestions experienced teachers of DWCF have.  The strategy has shown to be highly effective in previous studies, but its manageability has been in question.  A qualitative analysis of the manageability of DWCF was conducted via interviews of experienced teachers that have used DWCF and the author’s experience and reflections using the strategy.   The results indicate that this strategy can be manageable with some possible adaptions and while avoiding some common pitfalls.

Article Details

How to Cite
Messenger, R., Evans, N., & Hartshorn, K. J. (2020). Managing Dynamic Written Corrective Feedback: Perceptions of Experienced Teachers. Journal of Response to Writing, 6(1). Retrieved from https://journalrw.org/index.php/jrw/article/view/139
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Featured Articles
Author Biographies

Rachel Anna Messenger, Brigham Young University

Rachel is an ESL and Business Communications instructor at Utah Valley University.

Norman W Evans, Brigham Young University

Department Chair, Linguistics & English Language

K. James Hartshorn, Brigham Young University

Program Coordinator, English Language Center