Teacher change in the knowledge and practice of responding to ESL student writing

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.