Moving beyond corrective feedback: (Re)engaging with student writing in L2 through audio response

Journal Article

This article examines teacher feedback on student compositions in an Advanced French Composition course at a Research 1 institution. Our study suggests that when teachers combine written corrective feedback with audio comments, their engagement in grading compositions may rise significantly. As teachers bring renewed energy to familiar responding practices, they shift from “grader” to “reader.” These findings have important implications for teacher training and the role of feedback in L2 courses.

Full Text

Duke Authors

Cited Authors

  • Reisinger, D; Ahern-Dodson, J

Published Date

  • 2017

Published In

  • Journal of Response to Writing

Volume / Issue

  • 3 / 1

Start / End Page

  • 129 - 152