Dialogic feedback and literary disciplinary knowledge in L2 writing instruction : How attitude to feedback influences academic achievement
(2023) In Research Papers in Education 38(1). p.21-44- Abstract
- Recent research has foregrounded the importance of student engagement with feedback on writing (Quinton & Smallbone, 2010; Zhang & Hyland, 2018; Handley, Price, & Millar, 2011). At the same time, there is a small but growing body of scholarship exploring the role that feedback plays in developing discipline-specific competencies in student writers in an L2 context (Hyland, 2013). The present study aims to contribute to this burgeoning field by exploring the complex relationship between student attitude to peer and teacher feedback, academic achievement, and dialogic engagement with such feedback, with especial particular focus on the development of literary disciplinary knowledge in an L2 context. The findings of this mixed... (More)
- Recent research has foregrounded the importance of student engagement with feedback on writing (Quinton & Smallbone, 2010; Zhang & Hyland, 2018; Handley, Price, & Millar, 2011). At the same time, there is a small but growing body of scholarship exploring the role that feedback plays in developing discipline-specific competencies in student writers in an L2 context (Hyland, 2013). The present study aims to contribute to this burgeoning field by exploring the complex relationship between student attitude to peer and teacher feedback, academic achievement, and dialogic engagement with such feedback, with especial particular focus on the development of literary disciplinary knowledge in an L2 context. The findings of this mixed method exploratory study reveal a positive correlation between student attitude to feedback pertaining to disciplinary knowledge development, and achievement within the field of literary studies. This stands in contrast to other findings in this study which see only a weak correlation between attitudes to both peer and teacher feedback, and writing performance. Furthermore, this study argues that active engagement with feedback is linked to greater levels of discipline-specific writing competencies. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/a0d6f84c-4d02-407a-9fce-e73534607db0
- author
- Turner, Ellen LU
- organization
- publishing date
- 2023-01-31
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Literary disciplinary knowledge, L2 writing, dialogic feedback, attitude, achievement
- in
- Research Papers in Education
- volume
- 38
- issue
- 1
- pages
- 24 pages
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:85119054657
- ISSN
- 0267-1522
- DOI
- 10.1080/02671522.2021.1941216
- language
- English
- LU publication?
- yes
- id
- a0d6f84c-4d02-407a-9fce-e73534607db0
- date added to LUP
- 2021-05-31 21:16:22
- date last changed
- 2023-04-15 04:00:54
@article{a0d6f84c-4d02-407a-9fce-e73534607db0,
abstract = {{Recent research has foregrounded the importance of student engagement with feedback on writing (Quinton & Smallbone, 2010; Zhang & Hyland, 2018; Handley, Price, & Millar, 2011). At the same time, there is a small but growing body of scholarship exploring the role that feedback plays in developing discipline-specific competencies in student writers in an L2 context (Hyland, 2013). The present study aims to contribute to this burgeoning field by exploring the complex relationship between student attitude to peer and teacher feedback, academic achievement, and dialogic engagement with such feedback, with especial particular focus on the development of literary disciplinary knowledge in an L2 context. The findings of this mixed method exploratory study reveal a positive correlation between student attitude to feedback pertaining to disciplinary knowledge development, and achievement within the field of literary studies. This stands in contrast to other findings in this study which see only a weak correlation between attitudes to both peer and teacher feedback, and writing performance. Furthermore, this study argues that active engagement with feedback is linked to greater levels of discipline-specific writing competencies.}},
author = {{Turner, Ellen}},
issn = {{0267-1522}},
keywords = {{Literary disciplinary knowledge; L2 writing; dialogic feedback; attitude; achievement}},
language = {{eng}},
month = {{01}},
number = {{1}},
pages = {{21--44}},
publisher = {{Taylor & Francis}},
series = {{Research Papers in Education}},
title = {{Dialogic feedback and literary disciplinary knowledge in L2 writing instruction : How attitude to feedback influences academic achievement}},
url = {{http://dx.doi.org/10.1080/02671522.2021.1941216}},
doi = {{10.1080/02671522.2021.1941216}},
volume = {{38}},
year = {{2023}},
}