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Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries

Paran, Amos and Furneaux, Clare and Fairfax, Beverly (2007) Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries. International Review of Applied Linguistics, 45 (1). pp. 69-94. ISSN 0019-042X

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Item Type: Article
Additional Information: This study examines the feedback practices of 110 EFl teachers from five different countries (Cyprus, France, Korea, Spain, Thailand) working in secondary school contexts. All provided written feedback on the same student essay. A coding scheme was developed to analyse the feedback on two axes: the stance the teachers took and the focus of their feedback. The study shows that most teachers react as language teachers, rather than as readers of communication, and they overwhelmingly focus on grammar, assuming a Provider stance, in which the teacher provides the correct form rather than requires the student to do part of the work themselves. This item has been closed as the permission of the publisher has not been identified.
Controlled Keywords: Secondary school, France, Spain, Cyprus
Divisions: IOE Departments > Departments > Learning, Curriculum and Communication
IOE Departments > Departments > Culture, Communication and Media
Depositing User: IOE Repository Editor (2)
Date Deposited: 26 Mar 2010 12:21
Last Modified: 14 Oct 2013 11:54
URI: http://eprints.ioe.ac.uk/id/eprint/2414
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