ABSTRACT

Feedback is a cultural tool through which English teachers can facilitate secondary students’ evaluative expertise in their writing development. While there is increased concern to use feedback to enhance learning at all educational levels, there is currently little empirical knowledge of how secondary teachers of English design feedback for complex appraisal. Using data from two qualitative studies, this paper explores practices drawing on Anglophone cultures of secondary schooling for subject English. Observation, artefact and interview data are analysed using a socio-cultural theoretical lens. Cultural tools including student planners, peer feedback and discussion linked students’ self-regulated learning to community norms for evaluating written texts. Two distinctive feedback conditions for written texts in the school subject of English are identified: the disciplinary practices of evaluation of texts within community cultural values, and the role of cultural tools in co-regulation of learning in the classroom context.

摘要

反馈是一种文化工具，通过它，英语教师可以促进中学生在写作发展中的评估专业知识。虽然越来越多的人关注使用反馈来增强所有教育水平的学习，但目前关于英语中学教师如何设计反馈以进行复杂评估的经验知识很少。本文使用来自两项定性研究的数据，探讨了利用中学英语文化对学科英语进行的实践。使用社会文化理论视角分析观察、人工制品和访谈数据。包括学生计划者、同伴反馈和讨论在内的文化工具将学生的自我调节学习与评估书面文本的社区规范联系起来。