0000000001024573
AUTHOR
Elin Maria Berg
Written Corrective Feedback and the Development of L2 Learner Language : A longitudinal study of lower secondary EFL writing in Norway
Master´s thesis in English (EN501) Aiming to explore teacher written corrective feedback and learner errors qualitatively and longitudinally, the present study investigates two teachers’ WCF to errors in the written production of three lower secondary EFL students in Norway over the course of three school years. The study is divided in four parts: an error analysis of the students’ writing once every six months, a feedback analysis of the teachers’ WCF to errors in the same samples of writing, a tracking of possible improvement in selected types of errorsin subsequent writing (for error categories corrected by the teacher and revised by the student), and a semi-structured interview to inclu…
Written corrective feedback in the lower secondary EFL classroom: exploring questions of what, how and why in observed and self-reported teacher practice
For decades, scholarly debates have been concerned with the effect of corrective feedback (CF), both written and oral, on L2 language development. Much of the research that supports written corrective feedback (WCF) comes from short-term focused feedback studies, representing a type of feedback practice not necessarily applicable in classroom contexts. This has pointed to a need for more classroom research of authentic WCF and its effect on written learner language. Attempting to explore authentic classroom data longitudinally, this article presents a Norwegian case study of two English teachers’ WCF provided to three students during three years of lower secondary EFL instruction. The stude…
Design and construction of the Tracking Written Learner Language (TRAWL) Corpus: A longitudinal and multilingual young learner corpus
This article describes the design and construction of the Tracking Written Learner Language (TRAWL) Corpus. The corpus combines several features that are all rare for learner corpora: it is longitudinal, following individual pupils over several years; it has data from young learners from school years 5 to 13 (ages 10–18); it is multilingual, containing learners’ texts in several L3s (French, German and Spanish), L2 English and L1 Norwegian; and it includes teacher comments on a number of the texts. In addition, some of the texts exist in both a first and a second revised version, all tied to a rich set of meta-data. Not only does such a corpus offer new possibilities for research on languag…