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"LEE, ICY"
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Teacher written corrective feedback: Less is more
In different parts of the world second language (L2) teachers devote a massive amount of time to giving feedback on grammatical errors in student writing. Such written corrective feedback, which is unfocused and comprehensive, is fraught with problems for both teachers and students. Nonetheless, it remains a prevalent practice in many L2 contexts. In this position paper, I argue that more written corrective feedback is not better, but instead less is more. After presenting the problems emanating from comprehensive written corrective feedback, I argue for a focused approach to written corrective feedback and examine its benefits for teachers and students. Through discussing five impediments to the implementation of focused written corrective feedback, I scrutinize and refute the counter-claims, and bolster my overall argument in support of focused written corrective feedback. I conclude the position paper with recommendations for action for teachers, teacher educators and researchers.
Journal Article
Developments in classroom-based research on L2 writing
This paper reviews and reflects on developments in classroom-based research on second or foreign language (L2) writing from 2001 to 2020, based on scholarship drawn from the Journal of Second Language Writing, the flagship journal of the field. The review covers a total of 75 classroom-based studies and examines the major research themes and key findings under three research strands: (1) students and student learning of writing; (2) teachers and teaching of writing; and (3) classroom assessment and feedback, as well as the key theories and research methodologies adopted in extant classroom-based studies on L2 writing. The article ends with a discussion of the practical implications arising from the review, as well as potential research gaps that inform future directions for L2 writing classroom-based research. By providing a state-of-the-art review of developments in classroom-based research on L2 writing, this article contributes to a nuanced understanding of salient issues about learning, teaching and assessment of writing that take place in naturalistic classroom contexts, with relevant implications for both L2 writing practitioners and researchers.
Journal Article
Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective
While the last three decades have witnessed a growing body of research on peer feedback in first language (L1) and second language (L2) writing, research about students’ motives for participating in group peer feedback has remained underexplored. In order to fill this important gap, this case study, guided by the constructs of activity and motive in activity theory, investigates two Chinese university students’ motives for participating in group peer feedback activities in the EFL (English as a foreign language) writing classroom. Multiple sources of data were collected, including video recordings of peer feedback sessions, semi-structured interviews, stimulated recalls and student texts. Data analyses indicate that EFL students’ group peer feedback activities are driven and defined by their motives, which are shaped and mediated by the sociocultural context. The findings also show that student motives could have direct influence on students’ participation in group peer feedback activities and their subsequent revisions. This study contributes new knowledge to the field by relating students’ motives to other key elements in peer feedback such as peer stances, group interaction and student revisions of L2 writing, yielding a deepened understanding of students’ participation in and engagement with peer feedback in EFL writing.
Journal Article
Revisiting Teacher Feedback in EFL Writing from Sociocultural Perspectives
While research on teacher feedback has largely been influenced by second language writing and second language acquisition perspectives, little attention has been paid to the contextual and sociocultural dimension of teachers' work. Overall, there is a dearth of discussion on teacher feedback that is influenced by sociocultural perspectives. Drawing on mediated learning experience (MLE) theory, this article discusses the limitations of conventional feedback approaches in English as a foreign language school contexts and underscores the need to replace these approaches with more effective practices typical for the process-oriented writing classroom, so that feedback can mediate student learning. Informed by activity theory (AT), the article further suggests that providing MLE as a new object of the feedback system and introducing other innovations can lead to more effective feedback and help students improve learning. The article concludes with suggestions for research informed by MLE and AT perspectives.
Journal Article
Peer feedback in second language writing (2005–2014)
This article reviews research on peer feedback in second language (L2) writing published in the last decade (i.e. 2005–2014). We analyse first the theoretical underpinnings that have informed both peer feedback research and the pedagogical use of peer feedback in L2 writing instruction. We also provide a critical interpretation of existing peer feedback research and discuss seven important themes emerging from the literature, that is, (1) effectiveness of peer feedback compared with teacher and self-feedback; (2) benefits of peer feedback for feedback-givers; (3) computer-mediated peer feedback; (4) peer feedback training; (5) student stances and motives; (6) peer interaction and group dynamics; and (7) cultural issues in peer feedback. Next, we examine the contextual and methodological issues in peer feedback research and then conclude the article with implications for future research.
Journal Article
Publish or perish: The myth and reality of academic publishing
While writing for scholarly publications is considered a crucial dimension of academic work, the ‘publish-or-perish’ system in our field has increasingly caused anxiety and induced stress among not only young academics but also more established scholars. Using my own publishing experience as a point of departure, I challenge the assumption that knowledge contribution should be solely or mainly gauged on the basis of the venue of publications. By comparing the perspectives of twelve Asia-based scholars based on data collected from email interviews, I propose that ‘scholarliness’ should be defined by knowledge dissemination and advancement in our field, rather than indexes or journal impact factors. Using the game metaphor, I conclude by offering some tips to survive ‘publish or perish’.
Journal Article