Publication:
Teacher change in the knowledge and practice of responding to ESL student writing
Teacher change in the knowledge and practice of responding to ESL student writing
Authors
Torres, Pauline
Embargoed Until
Advisor
Pratt, Ellen
College
College of Arts and Sciences - Arts
Department
Department of English
Degree Level
M.A.E.E.
Publisher
Date
2007
Abstract
This study documents the changes in knowledge and practice that participants made
while taking a graduate course in the teaching of ESL writing in Puerto Rico. The participants
responded to and corrected an anonymous ESL essay at two points to show ways they provided
feedback before and after taking the course. Other instruments used to document change in
knowledge included questionnaires, class observations, and interviews. Results showed that the
participants made fewer grammatical corrections to the ESL essay after taking the course. Their
views on important aspects they focus on when responding to student writing also changed
slightly after taking the class. Articles, class discussions on error correction and feedback, among
other factors, influenced the participants to make these changes. Results point to the need for
practice in courses in order for graduate students to make changes in the way they correct and
respond to ESL writing.
Keywords
Teaching English as a second language,
ESL-student writing-teacher feedback,
ESL-teacher feedback-students' opinions
ESL-student writing-teacher feedback,
ESL-teacher feedback-students' opinions
Usage Rights
Persistent URL
Cite
Torres, P. (2007). Teacher change in the knowledge and practice of responding to ESL student writing [Thesis]. Retrieved from https://hdl.handle.net/20.500.11801/217