ABSTRACT

Teacher feedback has been reported to be challenging for learners to understand and use productively in revising their writing, especially when it is provided in a monologic manner. There have thus been calls for teachers to ensure feedback is more ‘dialogic’ or ‘interactive’, encouraging students to become active respondents to feedback rather than mere receivers of it. However, teacher dialogic/interactive feedback in face-to-face settings may be time-consuming and demanding for teachers. This motivated us to think of how electronic (e-)feedback practices could be made more interactive through the use of technological tools. This study, based on the instructor’s written feedback on 10 undergraduates’ L2 academic writing for a course in language and linguistics in a Malaysian public university, identifies several factors clustered under three dimensions: teacher-related, task-related and learner-related factors that promote teacher–learner interactions in teacher e-feedback in Google Docs. Interactive feedback also contributed to students’ discussion of issues in their writing, engagement in accurate text revisions and negotiation of feedback. The study discusses pedagogical implications for instructors in promoting interactive feedback practices in writing courses.

摘要

据报道，教师反馈对于学习者理解和有效地修改他们的写作具有挑战性，特别是当它以独白的方式提供时。因此，有人呼吁教师确保反馈更具“对话性”或“互动性”，鼓励学生成为反馈的积极响应者，而不仅仅是反馈的接受者。但是，面对面设置中的教师对话/交互式反馈可能对教师来说既耗时又要求高。这促使我们思考如何通过使用技术工具使电子（e-）反馈实践更具交互性。本研究基于导师对马来西亚公立大学语言和语言学课程的 10 名本科生 L2 学术写作的书面反馈，确定了三个维度下的几个因素：与教师相关的、与任务相关的和与学习者相关的因素，这些因素在 Google Docs 的教师电子反馈中促进师生互动。互动反馈还有助于学生讨论写作中的问题、参与准确的文本修订和反馈协商。该研究讨论了教师在促进写作课程中的互动反馈实践方面的教学意义。