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dc.contributor.authorCabot, Michel Alexandre
dc.contributor.authorKaldestad, Arne
dc.date.accessioned2020-02-10T10:42:34Z
dc.date.available2020-02-10T10:42:34Z
dc.date.created2020-01-02T13:55:36Z
dc.date.issued2019
dc.identifier.citationCabot, M., & Kaldestad, A. (2019). The need to supplement written grammar feedback: A case study from English teacher education. Moderna språk, 113(2), 1-19.nb_NO
dc.identifier.issn2000-3560
dc.identifier.urihttp://hdl.handle.net/11250/2640650
dc.description.abstractThe value of oral corrective feedback for the development of metalinguistic knowledge has been acknowledged in the research literature for decades. Yet, teachers in second language teacher education programmes still tend to provide written feedback almost exclusively, leaving untapped potential for successful formative assessment. This study aims to investigate the potential complementarity of written and oral feedback through a qualitative case study of one teacher educator’s grammar feedback practices in English as a second language. Eighteen student teachers at a Norwegian university college received individual written and oral corrective feedback on their essays. The provided feedback was analysed using Ellis’s (2009) and Lyster and Ranta’s (1997) taxonomies. Inter- and intra-rater reliability tests confirmed the findings. The analysis shows that written and oral feedback fulfil different functions and have complementary roles. The described case may function as an inspiring example of exemplary practice for teacher educators and language teachers.nb_NO
dc.language.isoengnb_NO
dc.publisherUppsala universitetnb_NO
dc.relation.urihttp://ojs.ub.gu.se/ojs/index.php/modernasprak/article/view/4475
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectEFL grammar feedbacknb_NO
dc.subjectEFL teacher educationnb_NO
dc.subjectoral corrective feedbacknb_NO
dc.subjectwritten corrective feedbacknb_NO
dc.titleThe need to supplement written grammar feedback: A case study from English teacher education.nb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.rights.holder© 2019 The Authors.nb_NO
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283nb_NO
dc.source.pagenumber1-19nb_NO
dc.source.volume113nb_NO
dc.source.journalModerna språknb_NO
dc.source.issue2nb_NO
dc.identifier.cristin1765270
cristin.unitcode203,10,2,0
cristin.unitnameInstitutt for pedagogikk, religion og samfunnsfag
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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